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Jim CogswellView profile

Professor

• Visual Arts
• Painting
• Drawing
• +6 more

Jim Cogswell is an Arthur F. Thurnau Professor at the Stamps School of Art & Design at the University of Michigan, where he has been faculty since 1990. His artistic practice uses painting and drawing as foundational knowledge while exploring diverse media languages through interdisciplinary collaborations. His educational background includes an M.F.A. in Painting and Drawing from the University of New Mexico (1982) and a B.A. in English Literature from Rhodes College (1971). Born and raised in Japan, Cogswell's work reflects his international perspective and literary background. Cogswell's research interests focus on sequence and pattern as cognitive triggers, exploring how humans translate perception into meaning. He develops anthropomorphic alphabets as generative systems for visual narratives, drawing from brain maps, astronomical models, and archaeological artifacts. His work investigates the mystery of human cognition and our relationship with the unexplained. An analysis of his recent artistic output reveals a consistent exploration of interdisciplinary connections, particularly between art, science, and language. His installations frequently transform architectural spaces through vinyl window works, while maintaining a strong foundation in painting and drawing techniques. The evolution from individual paintings to large-scale environmental installations demonstrates his growing interest in audience interaction and spatial experience. His significant recognition includes: Arthur F. Thurnau Professor (2008) Senior Fellow in the Michigan Society of Fellows (2014) Michigan Arts Award (2000) Charles P. Brauer Faculty Fellow at U-M Institute for the Humanities (1992-93) Cogswell has received numerous grants from the Office of the Vice-President for Research and the Horace P. Rackham School of Graduate Studies. His interdisciplinary approach has led to collaborations with cosmologists, astronomers, poets, dancers, and engineers, resulting in innovative projects like Jeweled Net of the Vast Invisible which visualized dark matter. He has lectured internationally at universities and conferences across six continents. His creative practice operates through multiple interconnected teams including collaborations with the Kelsey Museum of Archaeology, University of Michigan Museum of Art, and international partners like the Michael Cacoyannis Foundation in Athens. His studio practice integrates traditional painting techniques with digital technologies and scientific data visualization.

Min Jung JeeView profile

Senior Lecturer

• Second Language Studies
• Applied Linguistics
• Heritage Language Education
• +7 more

Dr. Min Jung Jee is a Senior Lecturer at the School of Languages and Cultures , University of Queensland, specializing in Korean language education and applied linguistics. She earned her PhD in Applied Linguistics, focusing on Foreign Language Education, from the University of Texas at Austin and has over a decade of teaching experience in South Korea, the US, and Australia. Education: PhD in Applied Linguistics, University of Texas at Austin Current Role: Senior Lecturer and Korean Major Convenor at UQ Her research spans Language Pedagogy , with an emphasis on Learner Affect (motivation, anxiety, beliefs), Heritage Language Learners , and Technology-Assisted Language Learning . Recent work examines Korean immigrants' acculturation in Australia, focusing on language maintenance, ethnic identity, and communicative anxiety. Her 2025 conference papers explore bicultural identity and motivation in KFL learners, while 2024 publications address heritage language strategies, cultural adaptation, and historical figures in language teaching. Key scientific awards include being awarded Fellow of the Higher Education Academy (FHEA) in 2019. She supervises PhD students in topics like trilingual families, cultural values in textbooks, and mobile-assisted language learning, securing grants from institutions such as the Academy of Korean Studies. Her recent articles highlight trends in heritage language anxiety, intercultural projects, and the impact of technology on language acquisition and critical thinking.

Paul AsundaView profile

Associate Professor

• Integrated STEM Education
• Engineering Design Pedagogy
• Computational Thinking in Education
• +4 more

Dr. Paul Asunda is an Associate Professor at Purdue University , with primary appointments in the Purdue Polytechnic Institute's Department of Technology Leadership and Innovation and the College of Education's Department of Curriculum and Instruction . He is also an Affiliate Faculty Member at the Center for Advancing the Teaching and Learning of STEM (CATALYST) . His research focuses on: Integrating engineering design and computational thinking into STEM education across P-16 levels Developing career and college success initiatives through CTE programs Implementing assessment and evaluation strategies in integrated STEM disciplines International STEM teacher preparation projects in Peru, Kenya, and Kazakhstan His work has been recognized through: Seed for Success Award (2018) for securing major external funding Gerhard Salinger Award (2018) for enhancing i-STEM education Distinguished Service Awards (2017, 2012) from ACTE and NAITTE ACTE Fellowship (2010) for leadership development Dr. Asunda actively mentors undergraduate and graduate students interested in: Integrated STEM initiatives Instructor development Curriculum evaluation in career and technical education Global STEM partnerships Recent projects include: $24,000 U.S. Embassy-Kazakhstan grant for STEM instructional methods development Fulbright Scholar designation (2023-2024) for Kenyan STEM education projects $900,000 NSF award (2024) for engineering problem-solving research

• Applied Linguistics
• Interlanguage Pragmatics
• Second Language Acquisition
• +2 more

Victòria Codina Espurz is a tenured professor in the English Studies Department at Universitat Jaume I, Spain. She co-directs the MELACOM master's program and holds a Ph.D. in Applied Linguistics and Language Teaching Methodology from the University of Pittsburgh, along with an M.A. in TESOL from West Virginia University. Her career focuses on pragmatic aspects of language learning and academic communication. Research Interests: Her work centers on interlanguage pragmatics and how social, cognitive, and contextual factors influence second language acquisition. She investigates pragmatic competence in academic cyber-consultation, email politeness strategies, and cross-linguistic communication patterns across languages like English, Spanish, and Catalan. Publications Trends: Her research spans over 15 years, addressing pragmatic phenomena in academic emails, refusal strategies, and pedagogical applications of CLIL (Content and Language Integrated Learning). Recent works (2019-2022) emphasize social contextual variables, power dynamics, and discourse structure in multilingual email communication.

Chahna GonsalvesView profile

Senior Lecturer

• Marketing Education
• Assessment Practices
• Artificial Intelligence in Higher Education
• +7 more

Dr Chahna Gonsalves is a Senior Lecturer in Marketing (Education) and serves as the Education Lead for the Department of Marketing at King's Business School, King's College London. With a strong background in both industry and academia, she brings practical insights to her teaching and research. Her educational background includes a PhD in Marketing, an MA in International Business & Management from the University of Westminster, and a BA in International Management and Business Administration with French from the University of Reading. Prior to her academic career, she gained valuable industry experience working in management roles for global brands including Primark and Benefit Cosmetics. Dr Gonsalves specializes in marketing education with a particular focus on assessment practices , student development , and the integration of emerging technologies like AI in higher education. Her research explores how language, transparency, and well-designed assessment rubrics can improve outcomes for diverse student populations, especially international students. She investigates the implications of AI on academic integrity and educational policy development, positioning herself at the forefront of the evolving educational landscape. Her recent scholarly work demonstrates a clear trend toward examining the transformative impact of generative AI on higher education. She analyzes how AI affects critical thinking, assessment design, academic integrity, and student engagement, with publications spanning multiple prestigious journals across education and marketing disciplines. Her research bridges practical assessment concerns with theoretical frameworks, offering actionable insights for educators navigating the AI revolution. Dean's Award for Outstanding Contribution to Education Senior Fellow of the Higher Education Academy (SFHEA) Associate Fellow of the Staff Education Development Association (AFSEDA) Chartered Business Management Educator (CMBE) Dr Gonsalves actively contributes to educational leadership through her role as co-leader of the Rubric Champions project and her participation in key committees including the Assessment Strategy Implementation Board and the Generative AI: Assessment and Integrity Working Group. Her work extends beyond King's College London as she collaborates with other institutions and presents at national conferences on innovative educational practices. She also chairs the Academy of Marketing Education Special Interest Group and serves on editorial boards for journals focused on AI in education.

Anna MetreveliView profile

Researcher

• Vocational education and training
• coding bootcamps
• English-medium instruction (EMI)
• +3 more

Anna Metreveli is a researcher at the Department of English, Stockholm University , currently conducting doctoral studies on English-medium vocational education and coding bootcamps in Sweden, including their marketing strategies and stakeholder experiences. Her research spans: Discourse analysis of educational marketing Neoliberal influences on educational spaces Family language policies in transnational bilingual autistic households Gendered communication patterns Recent publications analyze: AI integration in vocational training Neoliberal rhetoric in coding bootcamp web presence Critical perspectives on menstruation representation in media Academic background includes an MA in Language Science with Specialisation in Bilingualism from Stockholm University, focusing on transnational family language planning. Contact: anna.metreveli@english.su.se

• Corpus Linguistics
• Discourse Analysis
• Health Communication
• +6 more

Dr Gavin Brookes is Reader in Linguistics at Lancaster University’s School of Social Sciences and a UKRI Future Leaders Fellow. He is also Associate Editor of the International Journal of Corpus Linguistics , Co-Editor of the Corpus and Discourse series (Bloomsbury) and Critical Discourse Studies (Cambridge University Press), Fellow of the Royal Society of Arts, and sits on the editorial boards of more than ten leading journals. Education: The text does not list specific degrees, but given his rank and fellowships, he clearly holds a doctorate in linguistics or applied linguistics. Research interests revolve around corpus linguistics , discourse analysis and health communication . He leads the £1 million UKRI project Public Discourses of Dementia: Challenging Stigma and Promoting Personhood , and in 2024 holds a Fulbright award at Northern Arizona University investigating dementia representations in US media. Recent publications (2024-2025) cluster along four main lines: health and dementia discourse (e.g., framing dementia stigma, visual representations of ageing), gender and masculinity (vegan masculinities, men’s health), AI and multimodality (critical analysis of AI-generated dementia imagery), and methodological innovation (corpus ethics, GenAI alignment in applied linguistics). These works collectively advance critical, corpus-assisted approaches to pressing social issues. Awards & Honours UKRI Future Leaders Fellowship (2022-2026, £1 million) Fulbright All Disciplines Award (2023-2024) Fellow, Royal Society for Arts, Manufactures and Commerce Member, ESRC Grant Assessment Panel Member, AHRC Advisory Board & Peer Review College PhD Supervision & Grants He currently supervises three doctoral researchers: Qin Fan, Poppy Plumb, and Christopher Sanderson. Funding sources include the UKRI Future Leaders Fellowship, Fulbright Commission, ESRC IAA, and prior ESRC and AHRC small grants. Professional Service & Networks Dr Brookes convenes the British Association for Applied Linguistics (BAAL) Corpus Linguistics SIG, sits on the executive committees of BAAL and ICAME, and reviews for Research Foundation-Flanders, ESRC and AHRC.

• Primary Education
• Teacher Education
• Language Teaching
• +6 more

Krista Uibu is a Professor of Primary Education at the Institute of Education, Faculty of Social Sciences, University of Tartu. With a distinguished career spanning over three decades in educational research and practice, she has made significant contributions to the fields of primary education, teacher education, language teaching, and intercultural competence. Her research interests encompass primary education methodologies, teacher beliefs and practices, language teaching and text comprehension, intercultural education for migrant students, and climate education. She has pioneered work on teachers' roles in the social-cultural context, mathematics education in primary schools, and the development of Estonian educational thought. Professor Uibu's recent publications reveal a strong focus on contemporary educational challenges including climate change education, teaching strategies for migrant students, and the relationship between teacher beliefs and student outcomes. Her work demonstrates consistent engagement with both theoretical frameworks and practical classroom applications. 2023 Estonian Ministry of Education and Research, The second award in Estonian National Contest of Educational Research 2023 Letter of appreciation from the Rector of the University of Tartu for promoting Estonian educational thought 2021 Recognition for outstanding social activity in the Faculty of Social Sciences 2018 Estonian Ministry of Education and Research, The first award in Estonian National Contest of Educational Research As the founder and long-term editor of the Estonian Journal of Education, Professor Uibu has significantly shaped educational discourse in Estonia. She has supervised doctoral students, including Triinu Kärbla whose thesis won first prize in the Estonian National Contest of Educational Research. Her leadership extends to national and international committees including the Estonian Academy of Sciences education committee and editorial boards of international journals. Professor Uibu leads research projects on climate education and has been instrumental in developing Estonia's national climate education strategy, demonstrating her commitment to addressing contemporary societal challenges through educational innovation.

Vahid ParvareshView profile

Assistant Professor

• Discourse Analysis
• Cross-Cultural Pragmatics
• Applied Linguistics
• +3 more

Vahid Parvaresh is an Assistant Professor of English at the Faculty of Foreign Languages, University of Isfahan. His academic work bridges theoretical linguistics and practical language education while examining sociocultural dimensions of English as a global language. Education: PhD in Linguistics from University of Isfahan, MA in Applied Linguistics from University of Tehran Research focuses on: Discourse Analysis Cross-Cultural Pragmatics Language Pedagogy Intercultural Communication English Language Globalization Language Market Dynamics His publications from 2010-2013 reveal consistent exploration of: Language education's intersection with cultural phenomena Cross-cultural identity negotiation Sociolinguistic impacts of globalization Discourse analysis in real-world contexts Language market commodification Intergenerational language transmission

• Image Processing
• Machine Learning
• Artificial Intelligence
• +7 more

Dilip K. Prasad is a Professor at the Department of Informatics, UiT The Arctic University of Norway. His work bridges Artificial Intelligence and Medical Imaging , with a focus on Interpretable AI , Scalable AI , and Life Science Applications . He has contributed to Maritime Technology and Biomedical Engineering . Ph.D. and B.Tech from Nanyang Technological University and IIT Dhanbad Senior Research Fellow at NTU (2015-2019), Research Fellow at NUS (2012-2015) Industry experience at IBM, Infosys, Mediatek, Philips His research explores Image Processing , Machine Learning , and AI Applications in Biomedicine . Recent work includes Dense Video Captioning , 3D Mitochondrial Modeling , and Physics-Guided Loss Functions . Articles span Neurocomputing , Optics Express , and top AI conferences like CVPR and NeurIPS . Prasad has received the Rolls-Royce Inventor Award (2016) and Best Paper Award (IJCIE 2017) . He has reviewed for 50+ journals and 30+ conferences, serving as Area Chair for NeurIPS 2022-23 and Organizer Chair for ICCV Workshop 2023 .

Szilard SzlavikView profile

Lecturer

• Machine Translation
• Post-editing
• Translation Quality Assurance
• +4 more

Szilard Szlavik serves as a Lecturer at the Department of Translation and Interpreting within the Institute of Language Mediation at Eötvös Loránd University (ELTE) in Budapest, Hungary. His academic base is located at 1088 Budapest, Múzeum körút 4/F, Room F I/9, with primary contact via szlavik.szilard@btk.elte.hu. His professional profile integrates teaching with cutting-edge research at the intersection of human translation and machine-assisted workflows. Dr. Szlavik's research centers on machine translation (MT) and post-editing (PE), with particular emphasis on quality assurance mechanisms in human-in-the-loop MT systems. His work investigates error identification protocols, lexical cohesion preservation in neural MT outputs, and the cognitive dimensions of developing post-editing competence. He actively employs corpus-based methodologies, utilizing tools like Sketch Engine for lexical analysis, while exploring pedagogical applications through platforms such as Quizlet for translation training. His research bridges theoretical linguistics with practical translation technology implementation. Analysis of his 2021-2024 publications reveals a consistent trajectory in MT-human collaboration research, characterized by empirical studies on English-Hungarian specialized translation, terminological standardization challenges, and cognitive aspects of post-editing. His corpus-based approach extends to edited volumes examining Hungarian translation research practices, demonstrating methodological rigor across both Hungarian and international scholarly contexts. No scientific awards were documented in available sources. Information regarding student supervision, grant funding, or research team leadership was not specified in the source materials. His professional activities appear focused on individual scholarship and departmental teaching responsibilities within ELTE's translation framework.

• Learning as identity
• Power, agency and relationships in teaching and learning
• In and out of school literacies and identities
• +9 more

Dr. Alicia Curtin is a Senior Lecturer in the School of Education at University College Cork, where she has been teaching since 2012. She serves as MEd Modular Deputy Programme Director and has previously led the MEd Modular Programme (2023) and Education Gaeilge (2019-2022) as Programme Director. She teaches across multiple programs including BScEd (UG), BEDSSPE (UG), PME (PG), MEd Modular (PG) and Cohort PhD (doctoral). Dr. Curtin's research explores sociocultural perspectives on education, with particular focus on learning as identity, power and agency in teaching and learning, in and out of school literacies, alternative learning settings, and children's literature as literacy pedagogy. Her work connects academic, practitioner, professional and learner worlds to develop innovative pedagogical approaches. She has published 4 books, 3 invited chapters in international education handbooks, 6 reports of international standing, and numerous peer-reviewed journal articles. Her most recent publication, Reading and Writing Pathways through Children's and Young Adult Literature (2023), has been nominated for the UKLA Academic Book of the Year Award 2023. This work explores how teachers and learners can engage with literature and authors to develop literacy in classroom practice through collaborative approaches that connect reader and writer identities. UKLA Academic Book of the Year Award 2023 nomination Literacy Association of Ireland Award Winner 2017 (for student MEd thesis) Multiple School of Education Research Support Fund awards (2015-2023) CACSSS Research Support Fund Awards (2012-2019) Participative Research and Policy Funded CPD Award (2013) Dr. Curtin has supervised 3 PhDs, 29 MEd theses (including the Literacy Association of Ireland Award Winner 2017), and 62 Professional Research Papers to completion. She currently supervises 6 PhD students and various postgraduate research projects. She serves as Deputy Chair of the School of Education Learning and Teaching Committee and participates in multiple committees and working groups within UCC. She also acts as an External Programme Reviewer at Trinity College Dublin and External PhD Examiner at The University of the Free State, South Africa. Her research projects include "Documenting Early Career Primary and Post Primary Principals' Identity Formation" (SCOTENS funded), "A Continuum of Teaching and Learning in Ireland and the EU" (EU Jean Monnet), and "Developing Literacy Pedagogies through Children's Literature with Authors" (2019-2023). She has also contributed significantly to the European Literacy Policy Network (ELINET) as Ireland's Literacy Representative.

Aaron VeenstraView profile

Associate Professor

• Political Communication
• Media Effects
• Online Communities
• +4 more

Aaron Veenstra is an Associate Professor in the School of Communication & Multimedia Studies at Florida Atlantic University (FAU), where he teaches courses such as Political Communication and Mass Communication Theory. He holds a Ph.D. in Mass Communication from the University of Wisconsin-Madison and previously taught at Southern Illinois University Carbondale. His research focuses on how social and political identities shape media engagement, particularly in the digital age. He also integrates his background in web development to explore how digital environments influence information access and interpretation. Dr. Veenstra’s expertise spans political communication, media effects, online communities, and cognitive bias. His work examines topics like partisan media consumption, identity-driven media evaluation, and the role of social media in maintaining relationships among diaspora communities. He has published extensively on topics such as social identity theory, media framing, and the evolution of communication models. His recent articles highlight trends in AI’s impact on journalism education, the interplay of political identities in public policy debates, and the dynamics of social media discourse. While no scientific awards are explicitly mentioned, his contributions address contemporary challenges in digital communication and media literacy. He advises no listed students but maintains active involvement in graduate education through course instruction. Dr. Veenstra’s research often bridges theoretical frameworks with practical digital phenomena, emphasizing interdisciplinary approaches to communication studies. His work on Twitter’s role in political discourse and YouTube’s influence on partisan attitudes underscores his commitment to understanding evolving media landscapes.

• Reflective Practice in Language Teaching
• TESOL Teacher Education
• Second Language Education
• +3 more

Thomas S.C. Farrell is a Professor in the Department of Applied Linguistics at Brock University, where he holds a PhD. His work focuses on reflective practice in language teaching, TESOL teacher education, and professional development for educators. Dr. Farrell emphasizes the importance of reflective methodologies for novice and experienced teachers alike, particularly in navigating challenges like classroom management, pandemic adaptations, and career transitions. His research explores themes such as language teacher identity formation, cross-cultural pedagogical approaches, and the integration of technology in education. He has contributed extensively to understanding how reflective frameworks enhance teacher resilience and effectiveness, with a focus on emotional intelligence and collaborative learning environments. Farrell's recent work highlights adaptations to remote teaching during the pandemic, mid-career teacher stagnation, and fostering reflective dispositions through critical friendships. His publications bridge theoretical insights with practical applications, offering actionable strategies for educators worldwide. Award details are not specified in the available texts, but his contributions to teacher education have likely earned professional recognition. His advisory roles and grant activities remain unspecified in the provided information.

• Political Science
• Global Governance
• Democracy
• +7 more

Luis Cabrera is a Professor of Political Science at Griffith University’s School of Government and International Relations. He has been a member of the Griffith Asia Institute since 2015 and the Centre for Governance and Public Policy from 2015 to 2024. His research focuses on democracy, human rights, and global citizenship, blending normative political theory with empirical practices. Cabrera has authored three books, including the monograph The Humble Cosmopolitan: Rights, Diversity and Trans-State Democracy (Oxford University Press, 2020), and over 40 journal articles and book chapters. His research interests emphasize cosmopolitanism, global justice, and institutional designs for trans-state democracy. He critically examines challenges such as Globoskepticism and explores topics like emotions in political theory, moral psychology, and anti-poverty frameworks. Cabrera teaches International Relations and career pathways in Political Science and International Relations, and he actively supervises PhD candidates in normative political theory and global governance. Recent publications include studies on democratic language barriers, public opinion toward UN reforms, and comparative regional citizenship models (e.g., ASEAN). His work highlights the intersection of theory and practice in global institutional frameworks and ethical citizenship. He has no listed scientific awards. His doctoral supervision includes current roles as Associate Supervisor for a project on Sartrean freedom and Principal Supervisor for research on Turkey’s democratic erosion, as well as the completed supervision of Nadia Farabi’s work on peacebuilding and heresy claims in Indonesia. He is affiliated with interdisciplinary research centers focusing on Asian studies and governance, reflecting his scholarly engagement with global and regional political dynamics.