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Karine MarcotteView profile

Professor

University of MontrealCanada

Karine Marcotte is a Full Professor at the School of Speech-Language Pathology and Audiology, Université de Montréal, within the Faculty of Medicine. Her research focuses on neurobiological mechanisms underlying acquired language disorders (aphasia, traumatic brain injury), early intervention impacts, and language recovery. She holds a PhD in biomedical sciences and completed postdoctoral training in neuroimaging at Toronto Rehabilitation Institute. Active since 2012, she leads the RENATO lab investigating speech and language rehabilitation. She has secured major grants from FRQS, REPAR, and the Heart and Stroke Foundation. Notable awards include the 2019 Excellence in Teaching Award from Université de Montréal. Education: BSc, MSc, PhD in Speech-Language Pathology (Université de Montréal) Research: Longitudinal studies on post-stroke aphasia, white matter correlates, and intervention efficacy Grants: Over $1.5M in funding, including FRQS Junior 1 Fellowship Her work bridges clinical practice and neuroimaging, emphasizing discourse analysis and recovery trajectories. Over 30 peer-reviewed articles highlight her contributions to aphasia neurology and rehabilitation.

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Katherine RehnerView profile

Professor

University of TorontoCanada

Katherine Rehner is a Professor in the Department of Linguistics at the University of Toronto’s Language Studies division. Her research focuses on educational sociolinguistics, discourse analysis, and second language proficiency in French, particularly within Canadian contexts. PhD, Second Language Education, OISE, University of Toronto MEd, Language, Culture, & Teaching, York University BA Hons, French, Glendon College, York University BEd, French and Geography, York University Rehner investigates sociolinguistic competence in first and second language speakers of French, emphasizing CEFR-informed teaching methods, cross-cultural communication, and the impact of classroom practices on oral proficiency. Her work bridges theoretical frameworks with practical applications in immersion education. Recent publications examine variation in French grammar acquisition, discourse markers, and the role of teacher-student interaction in language development. She has secured significant grants, including SSHRC Insight and Standard Grants, to study adult migrant language learning and pedagogical reforms. Ministry of Colleges and Universities’ Award of Excellence (Nominated), 2022 SSHRC Insight Grant, Co-investigator, 2020–2025 University of Toronto Mississauga Teaching Excellence Award, 2015 SSHRC Standard Grant, Principal Investigator, 2011–2015 Rehner has led projects on CEFR implementation, French immersion program effectiveness, and sociolinguistic variation in minority-language communities. She teaches courses on second language theory, sociolinguistics, and discourse analysis.

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Pablo Robles-GarcíaView profile

Assistant Professor

University of TorontoCanada

Pablo Robles-García is an Assistant Professor in Spanish Language Studies at the University of Toronto , specializing in vocabulary acquisition and second language development. His work focuses on high-frequency Spanish words, vocabulary testing, and instructional strategies for L2 learners. Education : PhD in Hispanic Linguistics, University of California, Davis MA in Linguistics and Spanish as a Second Language, University of León, Spain BA in Elementary Education, University of León, Spain Research Interests center on L2 Spanish vocabulary assessment , derivational morphology , and teacher judgments in word selection . He has pioneered tests like 3K-LEx (yes/no lexical decision task) and O-WSVLT (online meaning-recall test) to measure vocabulary proficiency. His work also examines how multilingualism and affix recognition impact Spanish learning outcomes. Scientific Awards & Contributions : Developed O-WSVLT for 8,000 most frequent Spanish words Validated 3K-LEx-MC for placement testing Created 3K-LEx as foundational vocabulary metric His research has been published in journals like Language Teaching Research and Foreign Language Annals , with grants focused on vocabulary tools. Robles-García also teaches courses such as Intermediate Spanish I (SPA221) and Theories in Vocabulary Teaching and Learning (CTL5314).

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Mary BrysonView profile

Professor

University of British ColumbiaCanada

Dr. Mary Bryson is a Professor in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education. They also serve as Co-Director of the Public Humanities Hub and have chaired the UBC Vice-Presidential Trans, Two-Spirit, and Gender Diversity Task Force. Their research critically examines the intersections of gender, sexuality, health, and digital media. Education: While specific degrees are not listed, their title of 'Professor' and extensive publication record indicate advanced academic training in education, gender studies, and digital media. Research Interests: Critical and decolonizing pedagogies Digital and online literacies Gender and queer inclusion Race and antiracism in education Storytelling and narrative inquiry Health equity for LGBTQ+ communities Their work spans over three decades, with a notable focus on how sexuality and gender shape cancer health knowledge and care. The groundbreaking Cancer’s Margins project, funded by CIHR, is Canada’s first nationwide study on LGBTQ+ cancer patients’ experiences. Publications Trend: Recent work (2018–2021) emphasizes cancer care disparities, HPV vaccination discourse, and trans health. Earlier work (1990s–2010s) explored queer youth identity in digital spaces, educational equity, and feminist pedagogy. Awards: American Educational Research Association Significant Body of Research Award (2013) Senior Fellowship, Stanford Clayman Institute for Gender Research (2011) Wired Women Pioneer in New Media Award (2000) Leadership & Grants: Dr. Bryson leads the CIHR-funded Cancer’s Margins project and has held advisory roles in global health initiatives, including WPATH’s Global Education Initiative. Labs & Teams: While no specific lab is named, they collaborate extensively through the Public Humanities Hub and the Cancer’s Margins research network.

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Stoo SeppView profile

Lecturer

University of British ColumbiaCanada

Stoo Sepp is a Lecturer in Educational Technology and Learning Design at the University of British Columbia's Master of Educational Technology (MET) program. With experience since 2018, he specializes in integrating cognitive science principles into digital education frameworks. University of British Columbia Master of Educational Technology His research bridges cognitive science and educational technology , focusing on: working memory optimization , self-regulated learning , and gesture-based interaction in digital environments. Recent work explores educational data privacy and decentralized learning platforms . Key article trends span: 2019-2020: Cognitive load and movement integration 2022: Open educational resources evolution 2023-2025: Gesture analytics and translingual assessment tools Professional Networks : Active in #EdTech communities Contributor to #OpenEd movements Collaborator in cognitive load research

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Andreea CervatiucView profile

Associate Professor

University of British ColumbiaCanada

Dr. Andreea Cervatiuc is Associate Professor of Teaching in the Department of Language & Literacy Education , Faculty of Education, University of British Columbia . She also serves as Program Coordinator and lead developer of the fully-online Master of Education in TESL, and coordinates multi-section courses in UBC’s Bachelor of Education program. Education: While specific degrees are not detailed, her 2009 PhD credential is noted in university directories and she completed post-doctoral fellowships prior to her current appointment. Research Interests: Her scholarship lies at the intersection of language education, technology, and social justice . Major strands include: Design and evaluation of asynchronous, synchronous, and blended online TESOL curricula; Critical and digital literacies within multilingual classrooms; Language assessment theory and practice, with emphasis on fair and culturally responsive measures; Vocabulary acquisition processes among adult immigrants learning English in Canada; Teacher education and professional development for online and multilingual contexts. Publications Overview: Across the past fifteen years her work has moved from foundational studies on vocabulary acquisition and learner identity toward large-scale curriculum analysis, online pedagogy, and multilingual paradigms . Encyclopaedia chapters in Wiley’s TESOL Encyclopedia of Language Teaching consolidate her thought leadership in asynchronous TESOL education and the multilingual turn, while recent ARA Journal articles advance evidence-based practices for advanced reading and oral skills development. Scientific Awards & Honours: 2013 TESOL Award for Distinguished Research – TESOL International Association’s premier global accolade. 2013 Faculty of Education Teaching Excellence Award – University of Calgary. 2009 International Award for Outstanding TESOL Article – International English Education Research Association. Teaching & Program Leadership: She oversees the Online MEd in TESL —a primarily asynchronous, cutting-edge program serving educators worldwide—and teaches within UBC’s BEd. Previously at the University of Calgary she held appointments as Research Associate and Post-doctoral Fellow, developing and delivering graduate and undergraduate courses both online and on-campus. Labs & Teams: No dedicated laboratory is mentioned; her work is situated within curriculum design teams and cross-departmental collaborations that support online language teacher education.

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Claudio MenghiView profile

Adjunct Assistant Professor

McMaster UniversityCanada

Claudio Menghi serves as an Adjunct Assistant Professor in the Department of Computing and Software within McMaster University's Faculty of Engineering. His academic profile demonstrates a strong focus on bridging theoretical formal methods with practical software engineering challenges, particularly in safety-critical cyber-physical systems. Dr. Menghi's research spans multiple interconnected domains in software engineering and formal verification. His primary interests include model-based testing techniques for cyber-physical systems, assurance case development for safety-critical applications, and the practical application of formal methods in industrial settings. He has made significant contributions to trace checking methodologies that bridge the cyber-physical gap in verification processes. His work frequently addresses automotive systems, robotics, and medical devices, with numerous publications demonstrating his expertise in requirements validation, model checking, and specification patterns for complex systems. Dr. Menghi has been actively involved in the ARCH-COMP verification competition, contributing to the advancement of hybrid systems verification techniques through multiple category reports. His recent scholarly output shows an evolving research trajectory that now intersects with artificial intelligence, particularly exploring how large language models can enhance traditional software engineering tasks like change impact assessment. This represents a natural progression of his longstanding commitment to making verification techniques more accessible and practical for industrial applications. Dr. Menghi's teaching portfolio includes courses in software development and safe software-intensive medical devices, reflecting his dual expertise in foundational software engineering principles and specialized safety-critical applications.

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Somayeh KamranianView profile

Lecturer

University of British ColumbiaCanada

Somayeh Kamranian is a Sessional Lecturer of French at the University of British Columbia (UBC), with continuing status in French Language Arts within the Department of French, Hispanic, and Italian Studies. She holds a PhD in French Literature from Paul Valéry University, Montpellier, France, and has extensive teaching experience across institutions like SFU and Kwantlen Polytechnic University. Education : PhD in French Literature, Paul Valéry University, Montpellier (France) Master’s in French Literature, Paul Valéry University, Montpellier (France) Master’s in French Literature, Iran Undergraduate in French Studies, Iran Research Interests : Specializes in 17th- and 18th-century French literature, mystical writing (e.g., John of St. Samson), cosmopolitanism, and intertextuality. She emphasizes accessibility in education through initiatives like the Open Educational Resource Let’s Read French Books . Awards & Grants : 2020 Leader in Open Learning Award (UBC) 2018 Zed Credit initiative Appreciation (KPU) Recipient of Mobility Grants from University of Montpellier (2012–2013) and IRCL Travel Grant (2011) Teaching & Advocacy : Implements student-centered, task-based pedagogy emphasizing creativity, inclusivity, and intercultural competency. Co-organized International Mother Language Day events at UBC and KPU. Developed zero-cost learning materials and non-credit French courses. Labs/Initiatives : Created the Let’s Read French Books OER (2020) and a French literature reading group at SFU.

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Patricia MARTINView profile

Professor

University of MontrealCanada

Patricia Martin is a Full Professor (Professeure titulaire) at the Département de géographie, Faculté des arts et des sciences, Université de Montréal. She holds a PhD from the University of Colorado Boulder and specializes in Political Geography, focusing on Mexico's socio-political dynamics, migration, and gender studies. Her research examines violence (including femicide in Oaxaca), state power, and asylum seekers' experiences in Canada. Affiliations: CÉRIUM (International Studies Centre) and DIALOG (Indigenous Peoples Research Network) Teaches courses on Political Geography, Latin America, and Geopolitics Research Interests: Three core themes guide her work: 1) International development impacts on territories, 2) Political power dynamics through feminist lenses, 3) Social identity constructions linked to gender/race/ethnicity. Current projects analyze Mexico's Dirty War legacy and gender-based violence in Oaxaca, critiquing state responses. Grants & Projects: Lead researcher in multiple CRSH-funded projects including migration studies (2023-2029) and border enforcement analysis (2018-2021). Collaborates internationally on climate action and academic reform. Supervised over 15 graduate students since 2010, focusing on migration, environmental justice, and Indigenous rights Labs/Teams: Active in CÉRIUM and DIALOG networks, contributing to transnational research initiatives on citizenship and social justice.

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David A. ClausiView profile

Professor

University of WaterlooCanada

David A. Clausi is a Professor and University Research Chair at the University of Waterloo in the Department of Systems Design Engineering, Faculty of Engineering, with a distinguished career spanning computer vision, image processing, and pattern recognition. He previously served as Associate Dean - Research and External Partnerships (2019-2024) and leads the Vision and Image Processing (VIP) Research Group, whose work bridges academic research with commercial applications including the spinout company CREZ. His academic foundation was built entirely at the University of Waterloo: Doctorate in Systems Design Engineering (1996) Master's in Systems Design Engineering (1992) Bachelor's in Systems Design Engineering (1990) Professor Clausi's research pioneers AI-driven remote sensing for Arctic sea ice monitoring and video sports analytics in baseball/ice hockey. His group develops cutting-edge algorithms for sea ice classification, player tracking, and hyperspectral imaging, with strong emphasis on uncertainty quantification and weakly supervised learning techniques that solve real-world challenges in environmental monitoring and sports technology. Analysis of his 2023-2025 publications reveals dominant trends in sea ice analysis using SAR satellite imagery (particularly AI4Arctic Challenge datasets) and sports video analytics, with growing integration of Bayesian methods and transformer networks for enhanced accuracy in polar regions and athletic performance analysis. His exceptional contributions are recognized through: University Research Chair appointment (2024-2031) Triple Fellowship status (CAE, EIC, and Asia-Pacific AIA) CIPPRS Lifetime Achievement Award (2010) Five-time Outstanding Performance Award recipient Stanford University "Top 2% Scientist" designation As an active educator teaching SYDE 575 (Image Processing) and SYDE 121 (Digital Computation), he mentors graduate students under Sole-Supervisory Privilege Status. His research receives substantial grant support from federal agencies and industry partners, particularly for Arctic monitoring initiatives and sports technology commercialization through the VIP Research Group. The VIP Research Group maintains strategic partnerships with government agencies like the Canadian Ice Service and sports analytics firms, driving innovation in AI applications for climate resilience and athletic performance through cross-disciplinary collaboration between engineering, computer science, and domain specialists.

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Kathryn WoodcockView profile

Professor

Toronto Metropolitan UniversityCanada

Dr. Kathryn Woodcock is a Professor in the School of Occupational and Public Health at Toronto Metropolitan University. She directs the THRILL Lab, focusing on human factors in amusement ride safety and inclusive design. Her expertise spans accident analysis, safety inspection, and accessibility, with over 75 peer-reviewed publications. She teaches accident theory and safety evaluation in occupational health programs and coordinates the Invitational Thrill Design Competition for student teams. Education: PhD in Mechanical and Industrial Engineering (University of Toronto), MEng and BEng in Systems Design Engineering (University of Waterloo). Research Interests: Human factors in public spaces, amusement ride safety engineering, and accessibility for deaf and disabled populations. She emphasizes knowledge transfer through industry partnerships and standards development. Professional Contributions: Serves on ASTM Committee F24, TSSA Amusement Devices Advisory Council, and chairs the Journal of Themed Experience and Attractions Studies. Recognized with awards including the Ontario Medal for Good Citizenship and Safety Impact Award (2015). Advocacy: Promotes accessibility in themed attractions and supports deaf academics. Longest-serving Deaf professor in Canada and first Deaf woman to earn an engineering PhD in Canada.

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Jun TianView profile

Academic

University of VictoriaCanada

Jun Tian is an Associate Teaching Professor in the Department of Pacific and Asian Studies at the University of Victoria (UVic). She holds a PhD in Linguistics from UVic, where her dissertation on peer editing and co-writing in second language writing earned a prestigious award from Language Learning . Her research focuses on applied linguistics, second language acquisition, classroom-based research, and Chinese linguistics, with particular expertise in teaching Chinese and English as second languages. Dr. Tian has extensive teaching experience in Canada and China, including roles at Xi’an University of Technology, York University, and George Brown College. Her academic credentials include a PhD in Linguistics from UVic, supported by the Social Sciences and Humanities Research Council of Canada, a Chinese Government Award, and UVic Fellowships. Her research explores collaborative learning approaches, the role of peer interaction in writing, and cross-cultural language teaching methodologies. Dr. Tian’s publications span journals like Language Teaching Research and Procedia - Social and Behavioral Sciences , and she has presented at major conferences such as the American Association for Applied Linguistics and the International Conference on Chinese as a Second Language Research. Her work emphasizes practical pedagogical strategies, including task-based learning, collaborative writing, and the integration of cultural comparisons in language education. She currently teaches courses such as PAAS 118 Intensive Beginner Chinese I , PAAS 150 Pre-modern Chinese Culture , and advanced studies in Chinese linguistics. Her contributions to curriculum development and language education have been recognized through fellowships and awards, reflecting her commitment to advancing second language teaching practices.

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Jamie PyperView profile

Associate Professor

Queen's University at KingstonCanada

Associate Professor Jamie Pyper is affiliated with Queen's University's Faculty of Education, specializing in mathematics education and teacher preparation. His work focuses on preservice teacher education, particularly in secondary mathematics, and integrates innovative pedagogical models like problem-based learning. Pyper holds a PhD in Mathematics Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, alongside degrees in Mathematics, Computer Science, and Dramatic Arts from the University of Waterloo and University of Toronto. Research interests include teacher efficacy, mathematics discourse, and professional learning cultures. Notable projects investigate the role of problem-based learning in teacher education and barriers faced by students with endometriosis. He has contributed to evaluations of professional learning initiatives in Ontario schools and explored intersections of surgery training and impostor phenomenon among female surgeons. Pyper serves as a graduate course instructor at St. Francis Xavier University, a teacher with Limestone District School Board, and a math consultant for Moose Factory Island District School Board. His interdisciplinary work bridges education, health sciences, and mathematics through mixed-methods research, emphasizing practical applications in classroom and clinical settings.

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Wuyang ChenView profile

Assistant Professor

Simon Fraser UniversityCanada

Wuyang Chen is an Assistant Professor at the School of Computing Science, Simon Fraser University. He holds a Ph.D. in Electrical and Computer Engineering from The University of Texas at Austin (2023). His research focuses on integrating AI with physics, developing principled deep learning methods, and advancing areas like scientific machine learning (SciML), computer vision, and foundation models. Notable contributions include PDE-Controller for LLM-based scientific reasoning and neural operators for fluid reconstruction. He has received prestigious awards, including the INNS Doctoral Dissertation Award (2024) and the NSERC Discovery Grant. Dr. Chen serves as an Area Chair for NeurIPS 2025 and ICML 2025. His lab, DeLTA, emphasizes AI applications in science and hosts active collaborations. He teaches CMPT 419/983 (Special Topics in AI) and mentors students in research areas like model efficiency and self-supervised learning. Education: Ph.D., Electrical and Computer Engineering, The University of Texas at Austin (2023) Recent Awards: INNS 2024 Doctoral Dissertation Award, iSchools Doctoral Dissertation Award 2024, Google GCP Credit Award Key Activities: Organized NeurIPS 2024 workshop on Foundation Models for Science; presented at AAAI 2025, SIAM CSE25, and Berkeley BLISS seminar

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Ai NishinoView profile

Academic

University of British ColumbiaCanada

Ai Nishino is a Visiting Lecturer in Japanese Language Education at the University of British Columbia's Department of Asian Studies (Faculty of Arts). She holds an M.A. in Language and Culture from Osaka University (2004) and a B.A. in International Relations from Ritsumeikan University (1999), with participation in the UBC-Ritsumeikan Joint Program (1996-1997). Her expertise spans language education, teacher training, and cross-cultural pedagogy, with a focus on Japanese language instruction in Asia. Research interests include career development of secondary Japanese language teachers in Asia (using cultural psychological perspectives and the Trajectory Equifinality Approach), task-based language teaching, and integrating culturally rooted materials like traditional Japanese folktales into language education. She has taught at universities across the Asia-Pacific and worked at Japanese government-affiliated institutions. Multilingual in Japanese, English, Chinese, and Thai, Dr. Nishino contributes to curriculum development and teacher training programs. Her work emphasizes fostering intercultural understanding through language education, particularly in Thai contexts.

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