Ricci Collins serves as a Senior Lecturer in British Sign Language (BSL) and Deaf Studies at the University of Central Lancashire's School of Psychology and Humanities, joining the institution in 2018 after extensive experience in the Further Education sector specializing in learners with Special Educational Needs and Disabilities (SEND) support requirements. His research and teaching focus centers on British Sign Language pedagogy and Deaf Studies, with particular emphasis on curriculum development for sign language education. His background in SEND-inclusive teaching methodologies directly informs his approach to accessibility and equity within Deaf communities, bridging educational theory with practical support needs.
David M. Anderson is a Professor in the Department of Leadership and Counseling at Eastern Michigan University's College of Education, where he coordinates the doctoral program in Educational Leadership. He holds an Ed.D. in Educational Foundations, Policy and Administration from the University of Michigan and certifications in American Sign Language and French. With over 25 years in education, his roles span secondary teaching, research leadership at the National Board for Professional Teaching Standards, directorship of NSF systemic initiatives, and academic faculty positions. His research integrates: Global education frameworks through Fulbright scholar hosting and international workshops Technology innovation including EMU's first online Master's in educational leadership Systemic reform evidenced by statewide STEM evaluation systems and relational databases for accreditation Publications emphasize technology-mediated pedagogy, leadership deconstruction, and equity in testing. His 100+ presentations include keynotes in Russia, China, and Korea on disruptive educational technologies. Awards recognizing his contributions: EMU College of Education Innovative Scholarship Award EMU Special Service Award Maryland Higher Education Research Excellence Award University of Michigan Dissertation Award He teaches graduate courses including Educational Leadership Theory, Data-Driven Decision Management, and International Education. Grant leadership includes 20+ funded proposals supporting technology integration and comparative education research.
Jesse Snedeker is a Visiting Professor in the Department of Cognitive Science at Central European University (CEU) in Vienna. His research laboratory explores multiple facets of language development, comprehension, production, and representation across diverse populations including typically developing children, adults, and special populations such as children with cochlear implants, international adoptees, and high-functioning autistic individuals. Dr. Snedeker's research interests focus on how language conveys meaning, with particular emphasis on syntactic priming in children, language development in internationally adopted children, and the interface between language and communication. His methodological approach is diverse, incorporating eye-tracking during spoken language comprehension, corpus analysis, parent-child interaction studies, and training studies to explore word and grammar learning processes. He aims for methodological simplicity and theoretical clarity in his research. His recent work challenges traditional hypotheses in language emergence, particularly the word-order hypothesis and agent-first hypothesis, through studies of emerging sign languages including ABSL, KQSL, and Nicaraguan Sign Language. His research demonstrates that concepts like agent and patient guide language emergence, though not in the ways previously hypothesized. Dr. Snedeker actively presents his research, with recent presentations including a Departmental Colloquium at CEU in July 2023 titled "Who did what to whom? Marking event participants in Emerging Languages." His work spans multiple subfields within linguistics and cognitive science, contributing significantly to our understanding of language acquisition, typology, and the cognitive foundations of language.
Dr. Ros Hunt serves as Senior Lecturer and Course Group Leader for Social Care at Anglia Ruskin University's School of Allied Health and Social Care within the Faculty of Health, Medicine and Social Care in Cambridge. With extensive professional experience as a social worker specializing in deaf services and prior work in the voluntary sector supporting victims of violence, she integrates practical field knowledge with academic rigor to advance social care education and practice for marginalized communities. Her academic credentials include: BA in History from the University of Manchester MA in Educational Research from the University of Manchester PhD in Education from the University of Manchester Diploma in Social Work from Anglia Ruskin University Level 3 British Sign Language certification from CACDP (now Signature) NVQ Level 6 British Sign Language from Signature Hunt's research program critically examines Deaf studies, LGBTQIA issues, and marginalized populations through innovative methodological frameworks that challenge conventional research paradigms. She prioritizes culturally responsive approaches that center deaf communities and other underserved groups, emphasizing the intersection of identity, disability, and social policy in shaping care delivery systems. Her work consistently bridges theoretical scholarship with practical service improvements. Analysis of her publications reveals a sustained focus on developing inclusive social care infrastructures for deaf populations across the lifespan. The 2012 review on research methodologies with d/Deaf communities and the 2010 integrated services report for deaf children demonstrate her commitment to evidence-based frameworks that address communication barriers and systemic inequities. These works collectively advance specialized service models while advocating for policy reforms in child welfare and elder care contexts. Hunt actively supervises doctoral candidates in her core research domains and has secured significant external funding including National Deaf Children's Society grants (2007-2011) for safeguarding frameworks and integrated service models, plus Welsh Assembly Government funding (2009-2011) examining care preferences for older BSL users. Her grant portfolio reflects strategic partnerships with governmental and nonprofit entities to translate research into tangible social care innovations.
Dr. Lucia Nigri is a faculty member at the University of Salford's School of Arts, Media and Creative Technologies, where she joined in 2013 after completing her PhD in Early Modern English Literature at the University of Rome. She teaches undergraduate courses including "Rebels, Villains, and Discontented Minds" (Level 6) and "From Salvation to Damnation" (Level 5), and actively supervises PhD students. As a member of the English Research Centre, she contributes to the academic community through research, teaching, and supervision. Dr. Nigri's educational background includes a PhD in Early Modern English Drama completed between 2007-2010 at the University of Rome. Prior to joining Salford, she taught at the University of Manchester, the University of Hull, and Liverpool John Moore University, establishing herself as a specialist in early modern literature and drama. Her research interests span a wide range of topics within early modern literature, with particular focus on Shakespeare and his contemporaries. She explores themes of intertextuality, identity construction, skepticism, and the representation of marginalized figures in drama. Her work on the malcontent figure has been particularly influential, examining its origins and manifestations across different plays and historical periods. Dr. Nigri is currently developing SENS (Shakespeare's Narrative Sources), a digital open-access archive designed to provide scholars and students with resources related to Shakespeare's narrative influences. Dr. Nigri's scholarly output demonstrates a consistent engagement with early modern drama through multiple lenses. Her publications reveal a particular interest in how early modern playwrights engaged with questions of identity, authority, and representation. She has made significant contributions to understanding the cultural contexts of Shakespearean and post-Shakespearean drama, especially in relation to religious hypocrisy, theatrical translation practices, and the adaptation of literary works across different historical periods. Among her notable achievements are publications on the portrayal of Turks in early modern drama, the significance of maternal misrecognition in tragedies, and the relationship between dominant and marginal languages in theatrical translation. Her work on the monumental body in Romeo and Juliet offers innovative perspectives on how Shakespeare represented corporeality and mortality. Dr. Nigri currently supervises two PhD students: Lauren HOLMES (working on a project from 2023-2027) and previously supervised Dr. Stephen Hornby (2016-2021), whose research focused on "Writing Intermale Sexuality History Plays." Her supervisory interests align with her research expertise in Shakespeare, Early Modern Literature, Drama, and Digital Humanities.
Robert Bartlett serves as a Lecturer in the Department of Modern Languages within Norwich University's College of Arts & Sciences, teaching Beginning Spanish I (Spanish 121) on campus with extensive experience in multilingual educational settings. Educational background: B.S. in Elementary Education with concentration in Spanish and American Sign Language (University of Vermont) M.Ed. in Teaching English as a Second Language: Bilingual Education Research and teaching focuses on immersive Spanish language instruction, bilingual education methodologies, and ESL pedagogy informed by practical experience in international settings. Their work emphasizes culturally responsive approaches developed through teaching in bilingual elementary schools across Spain, Costa Rica, and Vermont. Scientific awards: None documented in available sources. Advising and grants: Current directory information does not specify student mentorship activities or research funding. Laboratory and team affiliations: No research groups or specialized facilities mentioned in institutional records.
Kari Kretch serves as an Assistant Professor in the Department of Biokinesiology and Physical Therapy at the University of Southern California. Her academic appointments include the Learning, Development, and Rehabilitation Lab where she conducts research bridging physical therapy and developmental psychology. Her educational background includes: Postdoctoral Fellowship, University of Southern California (2021) Doctor of Physical Therapy, University of Southern California (2019) PhD in Psychology, New York University (2015) Bachelor of Arts in Psychology, Vassar College (2007) Dr. Kretch's research centers on perceptual-motor development in infants, with particular focus on those with or at risk for neurodevelopmental conditions like cerebral palsy. Her work investigates how sitting support, caregiver interactions, and motor skills influence cognitive development, social engagement, and learning opportunities. She examines critical developmental milestones including crawling, sitting capacity, and obstacle negotiation through both clinical and laboratory-based approaches. Her research has significant implications for early intervention strategies in pediatric physical therapy. Recent publication trends reveal strong emphasis on translational research connecting motor development with cognitive outcomes, particularly through interventions like START-Play. Her work increasingly examines caregiver-mediated learning opportunities and the impact of therapeutic positioning on developmental trajectories in infants with motor delays. Dr. Kretch actively contributes to clinical practice through research on therapist beliefs regarding early mobility and crawling, and provides critical updates to developmental screening protocols like "Learn the Signs. Act Early." Her work bridges foundational developmental science with practical rehabilitation applications. She directs the Learning, Development, and Rehabilitation Lab which focuses on experimental studies of infant motor development, caregiver-infant interactions, and the development of evidence-based interventions for children with physical disabilities.
Muslimah "Salimah" LaForce serves as Senior Research Scientist and Director of Research at Georgia Tech's Center for Advanced Communications Policy (CACP), which operates within the Jimmy and Rosalynn Carter School of Public Policy. With 14 years of experience in user needs research and policy analysis, she specializes in technology access for vulnerable populations, particularly people with disabilities. Her current leadership includes the American Sign Language-Accessible Diabetes Education (ASL-ADE) project sponsored by Emory University and the Rehabilitation Engineering Research Center for Wireless Inclusive Technologies (Wireless RERC). LaForce's research interests center on disability access policy, inclusive emergency communications, and social inclusion of underrepresented populations. Her work employs qualitative methodologies and survey research to examine how technology access impacts educational, employment, and social opportunities. She has particular expertise in evaluating federal regulations like the Wireless Emergency Alert (WEA) system and identifying implementation gaps affecting people with disabilities. Her research spans emergency preparedness, employment participation, and healthcare accessibility, consistently focusing on the lived experiences of socially vulnerable populations. Her extensive publication record reveals consistent themes in accessible technology adoption, with particular emphasis on emergency communications systems, digital inclusion during crises like the COVID-19 pandemic, and employment barriers for people with disabilities. Her work demonstrates a methodological preference for mixed-methods approaches combining survey data with policy analysis, often translating research findings into actionable policy recommendations for federal agencies like the FCC. Principal Investigator for American Sign Language-Accessible Diabetes Education (ASL-ADE) project Project Director for Wireless RERC's Policy and Outreach Initiatives Senior editor of monthly policy newsletter "Technology and Disability Policy Highlights" Co-investigator on Field-Initiated Project about contingent employment for people with disabilities Former operations manager for DHS S&T contract on public response to alerts LaForce earned her BA in English literature from Agnes Scott College and her MS in Clinical Psychology with applied research specialization from Capella University. Her graduate studies focused on culturally competent mental health services and workplace inclusion of people with disabilities, ethnic minorities, and women, with emphasis on perceptions, bias, and social attitudes.
Karen Wise Lindeman is a Professor in the Education Department at Pennsylvania Western University (Edinboro campus), specializing in early childhood and elementary education with expertise spanning 20 years in public/private sector roles including teacher of the deaf, early intervention specialist, and preschool director. Her academic credentials include: Ph.D. in Early Childhood Education, SUNY Buffalo M.S.Ed. in Curriculum and Instruction, SUNY Fredonia B.S.Ed. in American Sign Language and Deaf Education, Indiana University of Pennsylvania A.S. in American Sign Language and Deaf Education, Indiana University of Pennsylvania Dr. Lindeman's research focuses on developmentally appropriate practices for young children through active engagement, authentic assessment, and inclusion of children with special needs, reflecting her dual expertise in early childhood and deaf education. She created Edinboro University's undergraduate Deaf Education program and served as First Year Experience coordinator. Her scholarly work appears in journals including Young Children, Teaching Young Children, and Odyssey: New Directions in Deaf Education, with her 2013 book chapter in Learning Across the Early Childhood Curriculum being her most cited contribution. She regularly presents at national conferences with her college students, integrating them into professional development opportunities. As a dedicated advocate for young children and families, she bridges theoretical research with practical classroom applications, particularly in inclusive educational settings for deaf and hard-of-hearing children.
Ashley Stokely serves as a Lecturer in the Speech, Language, and Hearing Sciences Department at the University of Wisconsin-Eau Claire, within the College of Health and Human Sciences. Her role involves teaching and contributing to the academic community in the field of communication sciences. Education: M.A. in Education, Saint Mary's University of Minnesota B.S. in Psychology, Iowa State University A.A. in American Sign Language Interpreting, Des Moines Area Community College Research Interests: Ms. Stokely's academic interests center on Speech-Language Pathology and Hearing Sciences, with a specialized focus on American Sign Language and interpreter education. Her background in psychology and education informs her approach to understanding communication disorders and developing effective educational strategies for diverse learners. She is particularly interested in the practical application of sign language interpreting in healthcare and educational contexts. Honors and Recognition: National Interpreter Certification (NIC)
Krista Rahelich serves as an Adjunct Professor at Niagara University, where she has taught since 2003 while maintaining a full-time clinical career as a speech pathologist. She holds the Certificate of Clinical Competence from the American Speech and Hearing Association and New York State licensure in speech-language pathology, actively participating in campus ASL events. Her educational qualifications include: Bachelor's degree in Communicative Sciences from the University at Buffalo Master's degree in Speech and Language Pathology from University College at Buffalo Her research and professional work focuses on Speech-Language Pathology, American Sign Language pedagogy, and Special Education policy development. She has published significant research analyzing special education qualification requirements across U.S. states, demonstrating her expertise in educational standards and clinical practice integration within communication disorders.
Francisco de Paula Souza de Mendonça Júnior is a Professor at the Federal University of Santa Maria (UFSM) specializing in Medieval History, Renaissance History, and the History of Esotericism. He holds a doctorate in History and Political Cultures from the Federal University of Minas Gerais (2014), with a sandwich program at Université Paris-Est Créteil. He is actively involved in academic research and serves as co-director of the Center for Studies on Western Esotericism. His research focuses on the intersection of esoteric knowledge and political power during the medieval and Renaissance periods, particularly examining how secret communication methods developed by figures like Johannes Trithemius, Giambattista della Porta, and Cornelius Agrippa influenced the transition from medieval governance to the modern state. He explores how the concept of a world filled with hidden signs left by the Creator shaped both magical practices and political strategies. His publications reveal consistent engagement with themes of secret knowledge as social hierarchy, examining how access to esoteric information created distinctions between 'those who cannot know' and 'those who can know.' His work spans historical analysis of specific texts like the Secretum Secretorum and Polygraphia to broader theoretical examinations of how esotericism functioned within imperial and papal courts. Member of the Brazilian Association of Medieval Studies (ABREM) Member of the European Society for the Study of Western Esotericism (ESSWE) Co-director of the Center for Studies on Western Esotericism Professor Mendonça Júnior has supervised several students in historical research projects, including educational initiatives like the 'Trivium & Quadrivium' project that developed teaching materials for medieval and Renaissance history. His work bridges academic scholarship with practical educational applications, demonstrating commitment to both research excellence and pedagogical innovation.
Lone Marianne Percy-Smith serves as an External Lecturer in the Department of Nordic Studies and Linguistics within the Faculty of Humanities at the University of Copenhagen, where she contributes to teaching and research in linguistic sciences. Her research specializes in: Language development trajectories in pediatric populations Impact of hearing impairment on linguistic acquisition Nordic language structures and evolution Clinical interventions for speech disorders Her 2021 publication in the Journal of Clinical Medicine analyzes contemporary language development approaches for children with hearing loss, demonstrating interdisciplinary integration of linguistic theory and clinical audiology. This work reflects her focus on evidence-based therapeutic strategies within developmental linguistics. No scientific awards or major research grants are documented in the available materials. Information regarding graduate student supervision, research team leadership, or laboratory affiliations remains unspecified in the provided sources.
Elochukwu Uzukwu serves as Professor at Duquesne University's McAnulty College and Graduate School of Liberal Arts, specializing in theological studies with profound expertise in African contexts. He is Editor of the Bulletin of Ecumenical Theology , a 24-volume journal published by the Ecumenical Association of Nigerian Theologians addressing Church-society interfaces globally. His academic credentials include: Th.D. in Theology, St Michael's College, University of Toronto (1979) M.Th. in Theology, St Michael's College, University of Toronto (1976) B.D. in Theology, Urban University, Rome (1972) Uzukwu's research centers on liturgy-sacraments, ritual studies, ecclesiology, and contextual theology with specific focus on Africa and its diaspora. He pioneered 'ritology' to analyze ritual dimensions in African Christian contexts, examining how West African insights into God-Christ-Spirit challenge traditional Jewish-Christian frameworks and address contemporary issues like violence and child soldier initiation. His work consistently bridges theological theory with anthropological and cultural analysis. Spanning four decades, his publications reveal persistent themes of Christian inculturation in Africa: reinterpretation of God-concepts through African lenses, adaptation of sacramental practices using indigenous symbols, and ritual's dual role in community building and conflict resolution. Key contributions include analyzing Eucharistic symbolism through African food traditions, developing 'Church-Family-of-God' ecclesiology, and critiquing ritual technology in African warfare – demonstrating how theological scholarship directly engages with sociopolitical realities.
Mychal Hadrich serves as Assistant Professor of Sign Language Interpreting at Augustana University's Sharon Lust School of Education, holding national certification (NIC) from the Registry of Interpreters for the Deaf (RID) since 2012. He maintains active dual roles in academia and professional practice as a community interpreter and mentoring specialist. His academic credentials include: Master of Arts in Interpreting Studies — Teaching (2023, Western Oregon University) Bachelor of Arts in Sign Language Interpreting (2012, Augustana College) Hadrich's research confronts critical systemic challenges in sign language interpretation, with primary focus on psychological sustainability for Video Relay Service (VRS) interpreters through stress reduction frameworks, analysis of the post-graduation certification bottleneck, and evidence-based conflict resolution methodologies. His work bridges theoretical scholarship with frontline interpreting practice across K-12, postsecondary, performance, and remote service environments. Professional recognition includes national RID certification, with ongoing contributions to professional organizations. His academic mentorship extends to community-based interpreter training while maintaining active field practice. Current initiatives address interpreter retention through wellness interventions and professional development pathways.
