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Theresa WillsView profile

Associate Professor

• Mathematics Education
• Online Learning Strategies
• Teacher Preparation and Professional Development
• +3 more

Dr. Theresa Wills is an Associate Professor at George Mason University, affiliated with the College of Education and Human Development and the Mathematics Education Center. She holds a PhD from George Mason University. Her work focuses on mathematics education, teacher preparation, and equity-centered instructional strategies. She has expertise in online learning environments, synchronous teaching methods, and curriculum design. Her research explores topics such as asset-based instruction, equity in STEM education, and the integration of technology in teacher training programs. Dr. Wills is involved in initiatives like the Mathematics Specialist Leadership program and contributes to secondary education (6-12) curricula. She has published widely on pedagogical strategies for online and face-to-face settings, emphasizing engagement and accessibility. Dr. Wills is affiliated with the Mathematics Education Center and has developed courses related to mathematics specialist preparation and educational technology. Her work aims to bridge theoretical frameworks with practical classroom applications, particularly in fostering inclusive and effective teaching practices.

Carrie BonillaView profile

Associate Professor

• Second Language Acquisition
• Individual Differences in Language Learning
• Explicit and Implicit Instruction
• +7 more

Carrie Bonilla is an Associate Professor and Basic Spanish Program Coordinator at George Mason University. She holds a Ph.D. in Hispanic Linguistics from the University of Pittsburgh and an MA in Spanish Language and Translation from New York University in Madrid. Her research focuses on second language acquisition, emphasizing pedagogical practices in syntax/morphology, individual cognitive aptitude, and learning environments such as online, classroom, community-based, and study abroad settings. She received the 2023 George Mason University Teaching Excellence Award. Her education includes a strong foundation in linguistics and language pedagogy, complemented by grants like the George Mason Term Faculty Development Grant (2018) and Curriculum Impact Grants (2019, 2020). She teaches a broad range of Spanish courses, including elementary through advanced levels, linguistics, translation, and phonetics. Research Interests: Second Language Acquisition (SLA) Individual differences in language learning Community-based and online language learning Third language acquisition (Portuguese for Spanish speakers) Processability Theory applications Cognitive aptitude roles in study abroad Publications Highlight Trends: Her work bridges theoretical SLA frameworks (e.g., Processability Theory) with practical pedagogy, emphasizing evidence-based practices in curriculum design and testing. Recent studies explore placement test development (2024), corpus use in classrooms (2023), and autonomous learning strategies (2021). Grants & Awards: George Mason Teaching Excellence Award (2023) Curriculum Impact Grant (2019, 2020) Term Faculty Development Grant (2018) Advising & Labs: While no specific advisees are listed, her courses involve community-based projects (e.g., SPAN 485) and collaborative learning initiatives.

Tania MondéjarView profile

Associate Professor

• Neuropsychology
• Educational Technology
• Cognitive Neuroscience
• +5 more

Dr. Tania Mondéjar is an Associate Professor in the Department of Psychology at the University of Castilla-La Mancha (UCLM), Faculty of Education. She holds a PhD and postgraduate degree in Neuropsychology. As director of eSmile, a specialized psychology clinic for neurodevelopment and new technologies, she focuses on integrating digital tools into clinical practice. She also leads the MAmI Research Lab, contributing to eHealth, serious games, and neurosciences research. Her education includes degrees in Psychology from UCLM, with advanced studies in Neuropsychology. Her research interests span affective computing, autism spectrum disorder diagnostics, cognitive load analysis using EEG, and proactive robotics in healthcare and education. She collaborates internationally on projects like the holistic care system using affective robots and the mPLiCA conversational model. Her recent work emphasizes interdisciplinary approaches combining neurotechnology with education and healthcare. Key contributions include predictive autism models, empathy assessment frameworks, and augmented feedback systems for classrooms. Her research bridges clinical needs with technological innovations, addressing aging populations, neurodevelopmental disorders, and educational equity through digital solutions. Her lab’s MAmIoTie project exemplifies this fusion, developing sensorized toys for mood disorder support. Current initiatives focus on context-aware assistive systems and gamification mechanics for behavioral change. Despite no listed awards, her extensive publication record reflects impactful contributions to multiple fields.

• Emotional Responses in Sport
• Physical Activity and Health
• Sports Education
• +3 more

Joaquín Fernando Gómez Varela is a Professor and current Dean of the Faculty of Sport Sciences and Physical Education at the University of A Coruña. He holds a permanent academic position and has served in multiple leadership roles including President of the Academic Commission and Quality Commission of the Faculty. His research focuses on emotional responses in sports, physical activity promotion, and pandemic-era sports safety protocols, particularly through the FISICOVID-DXTGALEGO initiative. His teaching portfolio includes courses like 'Final Year Dissertation' in Sports Science and 'Physical Activity in the Natural Environment'. He has directed over 15 final theses and EOG works since 2013, focusing on innovative proposals for adventure sports, bouldering, and pandemic-era sports management. Research contributions span 30+ years with notable work on Parkinson’s disease rehabilitation, post-pandemic tourism recovery, and surf culture studies. He leads the 'Learning and Human Movement Control Group' and has coordinated projects funded by Spain’s Ministry of Science (2022-2025) investigating neuro-muscular and cognitive markers in aging populations. Key professional milestones include chairing 7 university commissions, authoring 25+ publications, and developing risk assessment tools adopted across Galician sports federations. His work bridges physical education theory with real-world applications in public health and environmental policy.

• Second Language Acquisition
• Phonology Instruction
• Literacy Skills
• +3 more

Dr. Asmaa Shehata is an Assistant Professor of Arabic at the University of Mississippi, affiliated with the Department of Modern Languages in the College of Liberal Arts. She teaches in the Arabic Language Flagship Program and previously held positions at the University of Notre Dame and the University of Calgary. Her roles include curriculum development, OPI testing (certified by ACTFL), and academic journal reviewing. Dr. Shehata holds an M.A. in Linguistics from Ohio University (2008), a Ph.D. in Linguistics from the University of Utah (2013), and an M.A. in Religious Studies from the University of Ottawa (2021). Her interdisciplinary research focuses on second language phonology, literacy acquisition, and gender-religion intersections. Key areas include pronunciation instruction strategies, feedback mechanisms in language learning, and sociocultural impacts of religious beliefs on gender roles. Her work bridges pedagogical innovation with cognitive theories, emphasizing practical solutions for pronunciation challenges. Notable contributions include studies on Arabic consonant perception by English speakers and the role of variability in L2 word recognition. Awards include the University of Utah's Excellence in Linguistics Award (2012) and multiple teaching grants from the University of Calgary (2015–2016). Dr. Shehata teaches a range of Arabic courses from elementary to advanced levels, including specialized classes on Egyptian dialects and Arabic literature. She actively contributes to academic discourse through peer-reviewed publications and conference presentations, maintaining a research portfolio that spans linguistic, pedagogical, and sociocultural dimensions.

Kristen WendellView profile

Associate Professor

• Learning Sciences
• Engineering Education
• Design Practices
• +3 more

Kristen Wendell is an Associate Professor in Mechanical Engineering and Education at Tufts University, holding the Stacey and Robert Morse Fellowship. She is affiliated with the Center for Engineering Education and Outreach (CEEO) and coordinates the Learning Assistant Program. Her research focuses on inclusive engineering education, particularly in K-12 and undergraduate settings, emphasizing community-based curricula, classroom discourse, and responsive teaching strategies. Educationally, she holds a B.S.E. from Princeton University (2003), M.S. from MIT (2005), and Ph.D. from Tufts (2011). Her work addresses barriers to participation in engineering for marginalized groups through tools like engineering notebooking software and participatory curricula. Key research areas include productive disciplinary engagement, teacher education, and overcoming barriers in engineering learning. Notable awards include the 2016 U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). She has secured NSF grants for projects like Biomimicry as an authentic anchor curriculum and Engineering Portfolios for inclusive assessment. Teaching spans courses such as Engineering Design I, Electronics & Controls I, and graduate-level research seminars. Her Wendell Lab explores engineering pedagogy through interdisciplinary collaborations, aiming to create equitable learning environments.

Nina MorenoView profile

Professor

• Instructed Second Language Acquisition
• Computer-Assisted Language Learning
• Heritage Language Pedagogy
• +3 more

Nina Moreno is Professor of Spanish and Second Language Acquisition at the University of South Carolina, serving as Associate Department Chair and Undergraduate Director. Her research integrates psycholinguistics with technology-enhanced language teaching. Key areas include computer-delivered feedback efficacy, flipped-blended instructional models, heritage learner identity, and Spanish as a heritage language in new destination communities. Recent work explores linguistic ideologies through the SEC Spanish Consortium. Moreno developed innovative CALL tools including Anki-based learning decks and co-created the ADAM project's Lean Game Server. Awards include the Garnet Apple Teaching Innovation Award and Sigma Delta Pi teaching honors.

Mako NozuView profile

Senior Lecturer

• Japanese Language Education
• Task-based Language Teaching
• Japanese Calligraphy
• +3 more

Mako Nozu serves as a Senior Lecturer in the Department of World Languages at the University of South Florida (USF), with a focus on Japanese language instruction. Since 2004, she has taught all levels of Japanese courses, including Japanese Calligraphy, and was recognized as a Master Instructor in 2019. She holds a teaching specialization in Task-based Language Teaching (TBLT), which she integrates into her curriculum to enhance practical language skills. Additionally, she leads a summer program in Japan, emphasizing cultural immersion, and has done so since 2014. Her academic and professional affiliations are centered at USF’s Tampa campus, where she is based in CPR 447. While no formal academic degrees or institutional education details are listed in the provided text, her expertise clearly lies in language education and cultural transmission. Mako Nozu’s research interests and contributions are reflected in her pedagogical approach and program leadership. She actively promotes cultural engagement through her advisory roles for the Japanese Culture Club and Japanese Language Club at USF. Her work underscores a dedication to both linguistic proficiency and cross-cultural understanding. In terms of advising, she mentors students in extracurricular cultural organizations but no formal grants or specific research grants are mentioned. Her involvement in the summer program suggests collaborative efforts with educational institutions or partners in Japan, though explicit details about teams or labs are absent.

• Creativity
• Mental Imagery
• Wellbeing
• +2 more

Dr Lucy Irving is a Senior Lecturer in Psychology at the Faculty of Science and Technology, Middlesex University. Her research focuses on Creativity, Mental Imagery, and Wellbeing, with interdisciplinary applications in robotics and education. Research Interests: Creativity and cognitive processing Mental/Visual Imagery mechanisms Wellbeing in psychological contexts Key publications include work on socially competent robot grasping (2019), creativity and schizotypy (2015), and imagery control assessment (2011). She teaches modules such as Foundation in Psychology, Psychological Statistics, and Creativity and Imagination courses.

• Norwegian as a Second Language
• Language Teaching Methodology
• Linguistics
• +3 more

Knut Ørke serves as a Senior Lecturer in Norwegian as a Second Language at the Department of Language and Culture, UiT The Arctic University of Norway in Tromsø. He is an active faculty member within the Faculty of Humanities, Social Sciences and Teacher Education, contributing to both teaching and research initiatives focused on Norwegian language acquisition. His research interests span Norwegian as a Second Language instruction, language teaching methodology, linguistics, dialect studies, and constructicon-based language teaching approaches. Dr. Ørke's work emphasizes practical applications of linguistic theory to classroom settings, particularly for non-native speakers of Norwegian. His recent projects demonstrate a strong focus on teacher development and resource creation for Norwegian language educators. Dr. Ørke's scholarly output shows consistent focus on improving Norwegian language education through innovative teaching methods. His recent publications address teacher exchange platforms, preparatory materials for language instructors, constructicon-based grammar resources, and dialect usage in language learning contexts. He is an active member of the AcqVA-Nor research group and contributes to the "Språkmentor" project providing oral language support to pharmacy students learning Norwegian as a second language. His collaborative work involves multiple colleagues across the Department of Language and Culture, reflecting strong engagement with the academic community.

Torsten Martiny-HuengerView profile

Associate Professor

• Cognitive Psychology
• Self-Regulation
• Decision Making
• +4 more

Torsten Martiny-Huenger is an Associate Professor at the Department of Psychology, UiT The Arctic University of Norway. His research focuses on cognitive processes related to self-regulation, decision-making, and associative learning. He explores topics such as the role of situational cues in future action planning, mechanisms of action control via if-then planning, and the interplay between conscientiousness traits and behavioral strategies. Key research areas include cognitive psychology, behavioral science, and risk judgment. His work often involves experimental methods to study priming effects, implicit learning, and the neural correlates of decision-making. Notable contributions address how verbal instructions shape action-effect associations and how environmental cues influence self-regulation success. Recent studies investigate reinvestment decisions under loss framing, the impact of self-instructed stimulus-affect plans on evaluative responses, and the spontaneous planning mechanisms underlying short-term task adherence. His research spans theoretical discussions on evaluating scientific theories to applied studies in health psychology, such as interventions targeting obesity and cardiometabolic risk factors in older adults. No scientific awards or grants are explicitly listed in the provided materials. His academic profile emphasizes experimental psychology and cognitive science applications, with a focus on translating theoretical insights into real-world behavioral interventions.

• Stroke Rehabilitation
• Neurological Physiotherapy
• Motor Recovery
• +3 more

Simone Lise Dorsch is an Associate Professor in the School of Allied Health, Faculty of Health Sciences. Her research focuses on neurological rehabilitation, particularly post-stroke recovery through physiotherapy interventions. She has led studies on motor recovery strategies, telehealth applications, and the efficacy of strengthening programs for stroke survivors. Key research areas include the comparative effectiveness of therapies like Bobath versus task-specific training, the role of muscle strength in mobility outcomes, and the integration of technology in rehabilitation (e.g., functional electrical stimulation, iPad-based therapy). She has contributed to randomized controlled trials evaluating interventions like the Activity and MObility UsiNg Technology (AMOUNT) trial, exploring digital health solutions for mobility and activity enhancement. Her work emphasizes evidence-based practices, with a focus on systematic reviews to inform clinical guidelines. Notable publications address both upper and lower limb rehabilitation, gait analysis, and the feasibility of innovative therapies in clinical settings. She has collaborated on trials investigating goal-oriented instructions and group exercise programs to optimize rehabilitation intensity and patient outcomes.

Bernard IssaView profile

Assistant Professor

• Second Language Acquisition
• Attention Mechanisms
• Working Memory
• +4 more

Bernard Issa is an Assistant Professor of Spanish Linguistics in the Department of World Languages and Cultures at the University of Tennessee. He serves as First-Year Spanish Language Program Director and Language Training Coordinator for Graduate Students. His PhD in Second Language Acquisition was earned at the University of Illinois at Chicago, supported by National Science Foundation and Language Learning dissertation grants. Dr. Issa's research uses eye-tracking to investigate how individual differences (motivation, attention, working memory, L2 usage) interact with instructional interventions and learning contexts to impact second language grammar processing and acquisition. His work bridges cognitive psychology and language pedagogy, with special focus on study abroad programs and technology-mediated learning. His publication record demonstrates consistent methodological innovation in SLA research, particularly through eye-tracking and multisite replications. Recent work (2022-2025) shows expanded focus on technology-mediated TBLT, heritage bilingualism, ecological validity in assessment, and quantitative approaches to study abroad research. As program director, he oversees curriculum development for Spanish language training. His grant-supported dissertation examined attentional allocation during grammar learning, establishing foundational work for his ongoing research into cognitive aspects of L2 acquisition.

Sitti Maesuri PatahuddinView profile

Associate Professor

• Mathematics lesson design and pedagogy
• Spatial reasoning in mathematics education
• Technology integration in education (social media, generative AI)
• +3 more

Associate Professor Sitti Maesuri Patahuddin serves at the University of Canberra's Faculty of Education, specializing in STEM and Teacher Education. She earned her PhD from the University of Queensland (2009) and has held postdoctoral roles at prestigious institutions including the University of Witwatersrand and Charles Sturt University. Her research focuses on improving teacher professional development in mathematics education, emphasizing sustainable and scalable interventions. Education: S1 (Math Education, UNM Makassar), S2 (Math Education, UNESA Surabaya), PhD (University of Queensland) Key Projects: Led a $2M DFAT-funded initiative (2014–2018) to enhance mathematics education in West Nusa Tenggara, Indonesia. Secured ARC Discovery Grant (2023) for spatial interventions in mathematics learning. Her work bridges Australian and Indonesian education systems through programs like the 'Bridging Continents' initiative for policymakers and 'Transcontinental Training' for teachers. Research interests include spatial reasoning, technology integration (e.g., generative AI), and women's leadership in education. She has published widely on pedagogical frameworks (e.g., ELPSA), teacher professional development, and assessment methodologies. Over 800+ citations highlight her impactful contributions to mathematics education research. Current roles include Director of Indonesian Partnerships, advancing bilateral educational collaborations.

Edward SarastyView profile

Lecturer

• Spanish for Specific Purposes
• Curriculum Development
• Virtual Reality in Language Education
• +3 more

Edward Sarasty is a Spanish Instructor specializing in Spanish for Specific Purposes at Colorado State University's Department of Languages, Literatures and Culture. He holds dual MA degrees in TEFL/TESL and Languages, Literatures, and Cultures (Spanish emphasis) from CSU, alongside a B.A. in Foreign Languages (English-French) from Universidad del Valle, Colombia. Education: MA in TEFL/TESL (CSU) MA in Languages, Literatures & Cultures (Spanish emphasis) (CSU) BA in Foreign Languages (English-French) (Universidad del Valle) His research focuses on curriculum design for professional language contexts, integrating virtual reality for veterinary Spanish education, and technology-driven task-based language pedagogy. He develops innovative assessment frameworks emphasizing formative evaluation in language learning environments. No academic awards or grants are explicitly mentioned in the provided materials. His professional activities include materials design and instruction for specialized language applications.