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Christian SchunnView profile

Professor

• Scientific Reasoning and Discovery Learning
• Computational Modeling of Strategy Choice
• Categorization and Causal Reasoning
• +7 more

Christian Schunn is a Professor in the Department of Psychology at the University of Pittsburgh, with a focus on Learning Sciences and cognitive processes. He holds a PhD from Carnegie Mellon University. His research spans scientific reasoning, peer assessment, STEM education, and computational modeling. He leads a lab with active members including Liwei Chen and Jie Cao (PhD students) and former advisees such as Yaron Doppelt and Matt Mehalik. Key research interests include the efficacy of peer feedback in education, design-based learning in engineering, and cognitive strategies in STEM. He has contributed to over 150 publications, emphasizing peer assessment systems like Peerceptiv and their impact on learning outcomes. His work often bridges cognitive science and educational practice, addressing equity in STEM pathways and motivational factors in student performance. Lab activities include studies on team dynamics in design, computational thinking, and the role of analogical reasoning. He collaborates internationally with institutions like Northeast Normal University and the Harbin Institute of Technology. Current grants focus on improving peer feedback mechanisms and their scalability in diverse educational settings. Awards include recognition for contributions to educational technology and learning analytics. His lab is part of the Learning Research and Development Center (LRDC), fostering interdisciplinary research in cognitive and educational sciences.

• Feminist Theory
• Queer Theory
• Extinction Studies
• +6 more

Dr. Hannah Stark is an Associate Professor and Head of English and Writing at the University of Tasmania's School of Humanities. Her work bridges literary studies, philosophy, and environmental humanities, focusing on themes like extinction, queer theory, and love's political dimensions. She leads the ARC-funded 'Beyond Extinction' project reconstructing the Thylacine archive. A 2018 Vice-Chancellor’s Award winner, she also coordinates researcher development programs. Education: PhD in Deleuze's Differential Ontology and the Problem of Ethics (University of Adelaide, 2011) BA (Hons) English (University of Adelaide, 2005) Research Interests: Feminist and queer theory applied to climate change and extinction Philosophies of love and posthuman kinship Nonhuman turn and critical plant studies Anthropocene cultural narratives and public sentiment Her Extinction and Memorial Culture (2023) and Feminist Theory After Deleuze (2016) exemplify her interdisciplinary approach. Key Projects: ARC-funded 'Beyond Extinction' (2020–2025) 'How to Do Politics with Love' (with Timothy Laurie) Awards & Recognition: 2018 Vice-Chancellor’s Exceptional Researcher Development Award ERS Theme Small Grants Award Supervision & Grants: Guided 9+ doctoral students on topics like posthumanism and climate fiction Secured $213k ARC funding for Thylacine research Coordinated Go8 Future Research Leaders Program (2019) Labs/Teams: Collaborates with global institutions like the University of Edinburgh on projects linking love ethics to environmental stewardship.

• Cultural Anthropology
• Biological Anthropology
• Research Methods in Anthropology
• +3 more

Robin Nelson is an Associate Professor at the School of Human Evolution and Social Change, Arizona State University. His work bridges cultural and biological anthropology, focusing on research mentorship, health inequities, and the intersection of race and science. He is affiliated with initiatives such as the NSF-funded CAMP program, emphasizing collaborative research methods. His research critiques traditional methodologies, advocating for inclusive and interdisciplinary approaches. Recent studies include exploring school choice policies in urban Arizona and the historical impacts of plantation systems on health disparities in Texas. He actively addresses systemic biases in academic frameworks, particularly in mentorship and public discourse on race. Key research interests include rethinking temporal perspectives in human behavioral evolution, rigorous qualitative data analysis in biological anthropology, and the role of applied anthropology in policy contexts. He emphasizes bridging academic and applied practices, fostering innovation through mentorship and digital tools. His work often highlights social determinants of health, gender/sex reconceptualization, and the ethical implications of scientific communication. Nelson collaborates widely, with a focus on mentorship frameworks and community engagement. His recent publications underscore the need for methodological inclusivity and transparency in addressing complex social and biological issues. He remains committed to advancing equitable practices in both research and education.

• Economic and Political Geography
• Mobility Studies
• Migration and Territorial Dynamics
• +9 more

GHISALBERTI Alessandra is Full Professor of Economic and Political Geography at the Department of Foreign Languages, Literatures, and Cultures, University of Bergamo. She serves as Coordinator of the PhD program in Landscape Studies for Global and Local Challenges and President of the Master's Degree in Geourbanism. She also leads research on 'New Dwelling and Tourism' at the Lelio Pagani Center for Territorial Studies and is a member of the Imago Mundi Lab, reflecting her strong interdisciplinary engagement in geography, urban planning, and digital humanities. Her research focuses on mobility regimes—including migration, commuting, and tourism—and their impact on territorial dynamics in diverse global contexts such as rural Africa, urban Italy, East Asia, and Latin America. She investigates cartographic and landscape imaginaries, spatial justice, and the role of universities in territorial innovation. Her methodological approach emphasizes qualitative fieldwork, collaborative digital mapping, visual tools, and historical cartography. The recent publications highlight a consistent trajectory in sustainable development, community-based co-mapping, digital humanities, and the intersection of memory, landscape, and regeneration. Themes such as water resources, migration networks, and educational innovation in geoscience demonstrate the breadth and applied nature of her work. Mobility and sustainable living Urban and landscape regeneration Collaborative and digital cartography Spatial justice and community engagement Educational innovation and third mission Interdisciplinary territorial research She is actively involved in supervising academic programs and leading research initiatives, with no mention of formal scientific awards in the provided text. Her teaching portfolio includes courses such as Geography of Movement, Development Geography, and Urban Regeneration, all at the graduate level. She applies collaborative learning methodologies that integrate digital and ecological transitions, reflecting a strong commitment to educational and societal impact. Her work is closely tied to stakeholder engagement and third mission activities, particularly through co-design with local communities and institutions. She promotes the integration of digital and ecological transformation in both research and education, positioning the university as a key actor in territorial ecosystems.

Anna KimberleyView profile

Senior Lecturer

• Interpretative Phenomenological Analysis
• Narrative Analysis
• Multicultural Teamwork
• +6 more

Dr. Anna Kimberley serves as a Senior Lecturer at Haaga-Helia University of Applied Sciences in Helsinki, Finland, teaching Business Communication, Human Resource Management, Diversity Management, Organizational Behaviour, Academic Writing, and Research Methods at both Bachelor's and Master's levels. She actively mentors students through thesis development, assesses academic work, and designs curriculum components using innovative pedagogical approaches that foster critical thinking and deep conceptual understanding in business education. Her research specializes in Interpretative Phenomenological Analysis (IPA) and Narrative Analysis applied to organizational contexts, with core interests spanning multicultural teamwork dynamics, reflexivity in learning processes, mentoring relationships, AI integration in education, and cultural identity formation. She investigates how individuals construct meaning in cross-cultural workplaces through identity work and sensemaking, particularly examining expatriate experiences and narrative-based identity transformation in globalized business environments. Analysis of her 2017-2020 publications reveals consistent exploration of narrative identity in multicultural organizational life, connecting expatriate adjustment, team communication across cultural boundaries, and reflective educational practices. Her methodological approach combines IPA with narrative techniques to uncover subjective experiences, positioning her work at the intersection of organizational behavior, cross-cultural psychology, and educational innovation with strong emphasis on qualitative depth over quantitative measurement. Scientific Awards and Honors: No awards, fellowships, or medals were documented in the provided materials Dr. Kimberley provides comprehensive thesis supervision for business students from topic selection through final assessment, integrating research methods with practical business applications while emphasizing critical reflection and self-efficacy development. Her curriculum design work focuses on creating student-centered learning experiences that bridge theoretical knowledge and real-world business challenges, though specific grant funding details remain unmentioned in available sources.

Jennifer SinorView profile

Professor

• Creative Nonfiction
• Creative Writing
• Writing Pedagogy
• +10 more

Jennifer Sinor is a Professor of English at Utah State University, where she has taught since 2000. She serves as Chair of the Creative Writing Emphasis and Director of Graduate Studies, playing a key leadership role in both undergraduate and graduate creative writing programs. Her research and teaching focus on creative nonfiction, with specializations in non-linear forms, braided essays, flash nonfiction, and speculative nonfiction. She uniquely integrates yoga and somatic practices into writing pedagogy, emphasizing embodied creativity and mindfulness. This approach is central to her book The Yogic Writer: Uniting Breath, Body, and Page , which offers craft guidance through meditative and physical practices. Her recent publications span top literary journals such as The Writer's Chronicle , The Normal School , and Creative Nonfiction . These works explore themes of identity, desire, trauma, and ethical storytelling, often blending lyrical reflection with experimental form. Collectively, her articles reflect a deep engagement with the inner life of the writer and the emotional truth of personal narrative. Selected Honors: Stipend in American Modernism National Magazine Award nomination Inclusion in Best American Essays 2024 Work featured in The Norton Reader Jennifer advises graduate students in creative writing and leads curriculum development as Director of Graduate Studies. She has secured recognition and visibility for her program through her own nationally published work and editorial presence. While specific grant details are not listed, her sustained publication record and inclusion in major anthologies suggest strong scholarly impact and support. She is also a certified yoga instructor and actively incorporates mindfulness into her teaching. Though no formal lab or research team is mentioned, her pedagogical model represents an interdisciplinary approach that unites writing, embodiment, and contemplative practice.

Mattia BoscainoView profile

Assistant Professor

• Creative Industries
• Value Co-creation
• Digital Creativity
• +6 more

Dr Mattia Boscaino is an Assistant Professor in the Department of Management at the University of Birmingham's Birmingham Business School. His research and teaching focus on creative industries, digital creativity, and value co-creation in the arts, with a special interest in street art and digital communities. PhD in Management, University of Birmingham (2022) MA in Innovation and Organisation of Culture and the Arts, University of Bologna (2012) BSc in Economia e Gestione dei Servizi Turistici, Università degli Studi del Sannio (2010) Dr Boscaino's research explores the intersection of management, sociology, and art through qualitative methodologies. His work investigates how value is co-created in creative communities, particularly in digital and street art contexts. He has developed frameworks for studying the street art world and examines the dynamics of digital co-creation. His recent publications show a strong trend in interdisciplinary research combining management theory with cultural studies and digital innovation, particularly focusing on how digital platforms and community interactions shape artistic value and creativity. Associate Fellow of the Higher Education Academy (HEA), 2018 Dr Boscaino teaches modules including Management Education and Learning, Organisational Behaviour, The Future of Work, and Managing Equality and Diversity. He supervises postgraduate taught students and is actively expanding his research publications. He has also been involved in organizing the European LGBTQI* and inclusive rugby tournament as committee secretary, demonstrating engagement beyond academia. He is actively contributing to research conferences and publications in creativity and street art, and has been invited to write book chapters on Artificial Intelligence and Street Art.

John HospView profile

Professor

• Data-based decision making
• Curriculum-based measurement
• Special education
• +3 more

John Hosp is a Professor at the University of Massachusetts Amherst, affiliated with the Department of Student Development (SD) in the School of Education. His roles include academic research and teaching in special education and assessment methodologies. He holds a B.A. from Hobart College (1992), an M.S. (CAGS) from Rochester Institute of Technology (1995), and a Ph.D. from Vanderbilt University (2002). His research focuses on data-driven educational decision-making, curriculum-based measurement, and addressing disproportionate representation of minority students in special education. He has extensively studied reading/literacy instruction, assessment tools for science and math, and interventions for students with learning disabilities. Notable contributions include works on improving screening efficiency in literacy, analyzing oral reading fluency metrics, and synthesizing ELL intervention strategies. His publications emphasize practical applications of assessment data to enhance teaching and learning outcomes.

• Early modern Britain
• Early modern Europe
• Naval and maritime history
• +13 more

Matthew Neufeld is a historian at the University of Saskatchewan specializing in early modern Britain and Europe, with research focusing on war, state formation, and healthcare, particularly within naval and maritime contexts. He teaches courses on early modern British and European history, war, and medicine, and supervises graduate students in social and cultural history from 1650 to 1750. Research Interests: Early modern Britain and Europe Naval and maritime history War and society War and state formation War and medicine Healthcare and welfare Historical memory and peacemaking Political and social history Recent Research Trends: His recent publications and SSHRC-funded research explore the treatment of prisoners of war, corruption in naval healthcare, and the biopolitics of manning the Royal Navy. His work bridges military, medical, and political history, emphasizing institutional development and ethical dimensions of wartime care. Scientific Awards: Fellow, Royal Historical Society (2018) Honourable Mention, Canadian Nautical Research Society Keith Matthews Best Book Award (2025) Shortlisted, Canadian Historical Association Wallace K. Ferguson Prize (2025) Advising and Grants: Neufeld welcomes MA and PhD supervision in early modern British history. He was awarded an SSHRC Insight Grant in 2022 for a three-year project on 18th-century prisoner-of-war treatment, aiming to inform ethical decision-making in the Canadian Armed Forces and foster public discussion on military ethics. Labs and Teams: He collaborates with international scholars, including Sabine Jesner and Krista Kesselring, on edited volumes addressing military healthcare and historical memory. His editorial work includes special journal issues and co-edited books with interdisciplinary contributions.

Mutuota KigothoView profile

Lecturer

• Literacy Education
• Numeracy Education
• Reading Comprehension
• +12 more

Dr. Mutuota Kigotho is a Lecturer in English, Literacies and Language Education within the School of Education at the University of New England (UNE), Australia. She is a member of the Literacies and Numeracies in Context research team, contributing to literacy and numeracy education across the curriculum. Her academic journey includes a Doctor of Education from Macquarie University and teaching qualifications from Kenya and Australia. BEd, University of Nairobi, Kenya MEd, Kenyatta University, Kenya EdD, Macquarie University, Australia GCTE, University of New England, Australia Her research and teaching focus on literacy and numeracy education, particularly in reading comprehension, writing instruction, rhetoric, and the integration of digital tools. She is passionate about distance education, eLearning, and the use of social media to enhance learning, especially in diverse and remote contexts. Her work emphasizes multimodal literacies, functional grammar, and decolonising approaches to language education. Recent publications highlight her engagement with decolonising literacies, digital narratives, blogging for struggling writers, and cross-curricular literacy. Her scholarly output spans journals like Literacy Learning: the Middle Years and conference proceedings from AARE, AILA, and international education summits. She has co-edited special issues on open and distance learning, reflecting her commitment to flexible and inclusive education. Dr. Kigotho is actively involved in academic service, serving as Treasurer of the Open and Distance Learning Association of Australia (ODLAA). She is also a member of the Australian Teacher Education Association (ATEA), Australian Literacy Educators’ Association (ALEA), PETAA, and ETA. In supervision, she has guided research on functional grammar, visualization in reading, ESL curriculum, TAFE leadership, and the role of scripture in education policy. She continues to contribute to national and international dialogues on literacy, technology, and equity in education. Her professional engagement extends to community initiatives, including supporting immigrant integration in the New England region. She maintains an active online presence through her personal website and academic profiles on Google Scholar, ORCID, and LinkedIn.

Zuocheng ZhangView profile

Associate Professor

• Disciplinary Literacies
• TESOL Education
• ESP (English for Specific Purposes)
• +9 more

Zuocheng Zhang is an Associate Professor in the School of Education at the University of New England (UNE), Australia, where he is part of the English, Literacies and Language Education team. He previously held the position of full professor in applied linguistics at the University of International Business and Economics in China and played a pivotal role in establishing the nationally accredited Business English Major in China. At UNE, he leads the Interculturality and Education Strategic Research Group and teaches in TESOL, disciplinary literacies, and cultural diversity education. His educational background includes a BA from Xi'an International Studies University (XISU), an MA from Northwestern Polytechnical University (NPU), and a PhD from the University of Sydney. Zuocheng Zhang's research centers on disciplinary literacies, ESP teacher development, multimodal discourse analysis, interculturality in education, and the experiences of international students. He investigates how professional identities are constructed in educational and workplace contexts, particularly in Business English and international education settings. His work often employs critical discourse and multimodal analysis to examine university communications, curriculum design, and student transitions. His recent publications (2019–2025) reveal a consistent focus on international student education, TESOL pedagogy, and professional identity formation. He frequently publishes in journals such as English for Specific Purposes , Discourse & Communication , and Ibérica , and with publishers like Routledge and Springer. His research often involves comparative and multimodal methods, particularly in analyzing university websites and digital media. He has received research funding from both Chinese national agencies and internal UNE sources, supporting projects on international student transitions, multimodal inclusivity, and digital pedagogy. Notable grants include a National Office of Philosophy and Social Sciences grant in China and multiple UNE internal funding awards. Zuocheng Zhang has supervised numerous higher degree research students to completion, including PhD and EdD candidates, with topics ranging from ESL classroom anxiety to rhetorical agency in political texts. His current HDR student is Jennifer Kompara, researching subject literacy in legal studies. He is actively involved in research teams, including projects on international graduates’ transition to regional workplaces and multimodal construction of diversity. He is a member of professional associations such as the Asia-Pacific Rim LSP and Professional Communication Association, Australian Council of TESOL Associations, and the International Association for the Psychology of Language Learning.

• Organizational Behavior
• Leadership
• Entrepreneurship
• +10 more

Dr. Ye Li is a Lecturer in the Department of Business Management at the University of Aberdeen Business School, where he joined in February 2025. He holds a PhD in Management from Guanghua School of Management, Peking University, and was previously an Assistant Professor (Research) at Nanjing University. His academic journey includes a visiting scholar position at Columbia Business School through the Chazen Institute. PhD in Management, Guanghua School of Management, Peking University Visiting Scholar, Columbia Business School, Columbia University Assistant Professor (Research), Nanjing University Lecturer, University of Aberdeen Business School (2025–present) Trained in Social Psychology and Organizational Behavior, Dr. Li's research adopts an integrative, multilevel approach to explore leadership, entrepreneurship, ethics, and career development. His work combines quantitative methods—such as surveys, experiments, and secondary data analysis—with qualitative techniques including interviews and case studies. He focuses on the paradoxical effects of leadership styles, ethical decision-making, entrepreneurial mindsets, and career transitions in both regular and crisis contexts. Although no publications are listed in the provided text, Dr. Li’s research agenda is highly active and interdisciplinary, supported by multiple competitive grants. His work spans organizational psychology, management theory, and behavioral ethics, with a strong emphasis on methodological rigor and narrative coherence in academic writing. Dr. Li has received several honors, including: Peking University Excellent Graduate Chazen Institute Visiting Scholar at Columbia Business School DuXia Teaching Excellence Award, Nanjing University Excellent Class Mentorship, Nanjing University High-level Innovative and Entrepreneurial Talents Award, Jiangsu Province He has been Principal or Co-Investigator on multiple funded research projects from the National Natural Science Foundation of China, Ministry of Education, and National Social Science Foundation. These grants support his investigations into perspective-taking, servant leadership, ethical voice, and entrepreneurial leadership. Dr. Li is actively accepting PhD students in Business Management and encourages collaborations with international scholars and students on funding applications and paper development. He teaches courses such as Organizational Behavior, International Leadership, and Principles of Management in both English and bilingual formats. While no specific lab or research team is named, Dr. Li is affiliated with the Business School’s research ecosystem at Aberdeen and has contributed to centers and thematic research areas such as sustainability and organizational ethics. His interdisciplinary orientation and methodological versatility position him as a collaborative and dynamic academic presence.

Carolina NEGRIView profile

Associate Professor

• Japanese Literature
• Classical Japanese Literature
• Japanese Philology
• +7 more

Carolina NEGRI is an Associate Professor in the Department of Asian and North African Studies at Ca' Foscari University of Venice, where she has held a permanent faculty position since 2015. She is also the Director's Delegate for Quality Assurance of the Department and has served in various institutional roles including scientific coordinator of the Erasmus+ ICM program with Waseda University and member of the Doctoral College. She holds a PhD in Oriental Studies from the Oriental University Institute of Naples and advanced degrees from Ochanomizu University in Tokyo and the University of Naples 'L’Orientale'. PhD in Oriental Studies (Far Eastern Asian Civilizations), Oriental University Institute of Naples, 2000 MA in Japanese Literature and Philology, Ochanomizu University, Tokyo, 1996 Laurea in Japanese Language and Literature, University of Naples 'L’Orientale', 1991 Her research focuses on pre-modern and modern Japanese literature, Japanese philology, literary translation, and gender studies. She specializes in classical Japanese texts, the role of women in medieval Japanese society, intertextuality, and the literary contributions of female authors such as Murasaki Shikibu and the nun Abutsu. Her work bridges philological rigor with cultural and gender analysis. Her recent research outputs demonstrate a strong trajectory in the study of Japanese literary history, classical grammar, and the socio-religious roles of women. Key themes include the development of a comprehensive history of Japanese literature, intertextuality in premodern works, and the literary production of medieval nuns. She has led externally funded projects such as 'Images from the Past' (Japan Foundation, 2019–2021) and multiple Erasmus+ and National Institute of Japanese Literature research stays. Premio Guglielmo e Mario Scalise per la traduzione letteraria (2007) Japan Foundation Japanese Studies Fellowship (2011) National Scientific Qualification for Full-Time Professor (2021) National Scientific Qualification for Associate Professor (2014) Carolina NEGRI has supervised numerous academic programs and mentored students through her teaching and research leadership. She has secured multiple international research grants, particularly from the Japan Foundation and Erasmus+, supporting collaborative projects with Waseda University, Gakushūin Women’s University, and the National Institute of Japanese Literature. She has been a visiting scholar at institutions in Japan, the United States, and Europe, reflecting her active international engagement. She is a member of the research group working on the history of Japanese literature alongside Luisa Bienati, Edoardo Gerlini, and Pierantonio Zanotti, and has collaborated with Paolo Calvetti on medieval Japanese literature. Her work contributes significantly to the global understanding of Japanese literary and cultural history.

Ed TelfeyanView profile

Professor

• Legal Writing
• Oral Advocacy
• Legal Education
• +5 more

Ed Telfeyan is a Professor of Lawyering Skills and Legal Practice at McGeorge School of Law, University of the Pacific. He co-directs the Center for Advocacy and Dispute Resolution and directs the nationally ranked Moot Court Program. His teaching emphasizes systematic legal writing processes, the "white-glove inspection" for error-free documents, and the "Grammar Bee" as an innovative pedagogical tool. Education: BA from Gettysburg College JD from McGeorge School of Law Research interests focus on legal writing pedagogy, oral advocacy training, and professional development for law students. He co-authored the textbook "Global Lawyering Skills" and developed case files for the McGeorge two-year curriculum, which includes the signature "Final Four" moot court event. Literature trends: His publications address practical legal education methodologies, including document structuring techniques and grammar instruction frameworks. Awards: Podesto Award (2010) for excellence in teaching and mentoring He previously practiced criminal defense, personal injury, business law, and entertainment law, and worked in California State Capitol policy roles. He maintains a blog on politics, public policy, and artistic reviews at mealsfromthemarketplace.com.

• English Language Teaching
• Linguistics
• Second Language Acquisition
• +5 more

Ayça Dinçer serves as a Lecturer at Çukurova University's School of Foreign Languages since 2010, holding a PhD in English Language Education from the same institution. Her academic foundation includes doctoral (2008-2014) and postgraduate (2005-2008) studies in Foreign Language Education at Çukurova University, and an undergraduate degree in English Linguistics from Hacettepe University (1994-1999). Her educational background encompasses: Doctorate (2008-2014): Çukurova University, Foreign Language Education, English Language Education Postgraduate (2005-2008): Çukurova University, Foreign Language Education, English Language Education Undergraduate (1994-1999): Hacettepe University, Faculty of Literature, English Linguistics Dinçer's research centers on English Language Teaching methodology, with emphasis on discourse analysis, figurative language, and self-regulated learning strategies. She investigates collocations in EFL materials, metonymy in coursebooks, gender representation, and teacher-student dynamics in writing instruction. Her work bridges theoretical linguistics with classroom applications, particularly in Turkish higher education contexts. Analysis of her 2014-2022 publications reveals persistent focus on linguistic phenomena in pedagogical materials and learner outcomes. Key trends include collocation patterns in student writing, metonymic structures in textbooks, and self-regulation frameworks for writing instruction. These studies collectively advance evidence-based ELT practices through empirical classroom research. No scientific awards were documented in the source material. She executed two significant research projects: 'Promotion of Self-Regulation in Writing Instruction' (2015-2016) and 'Collocational Analysis of EFL Coursebooks' (2018-2020). Dinçer actively promotes institutional collaboration through the Language-for-All Conference series, serving as editor for multiple proceedings and organizing four international conferences (2022-2025) focused on language education innovation.