جست‌وجوی استاد و پژوهشگر

Amanda Sevillaمشاهده پروفایل

عضو هیئت علمی

• Media Ecology
• Rhetorical Theory
• Rhetoric of Technology
• +۸ مورد دیگر

Amanda Sevilla, Ph.D. , is a Teaching Associate Professor in the Department of English at the University of Pittsburgh , where she has served since September 2023. Prior to this, she held a Visiting Lecturer position at Pitt (2021–2023). Her academic journey began with a Ph.D. in Rhetoric from Duquesne University (2018), followed by an M.A. in English (2005) and B.S. in Education (2003) from Youngstown State University. Education Ph.D., Rhetoric (Duquesne University, 2018) M.A., English (Youngstown State University, 2005) B.S., Education (Youngstown State University, 2003) Dr. Sevilla’s research spans Media Ecology , Rhetorical Theory , and Digital Pedagogy , with a focus on ethical implications of technology in communication. Her work integrates Sociolinguistics , TESOL , and Philosophy of Rhetoric . She is certified in Quality Matters for online instruction and holds a TESOL Graduate Certificate . Her teaching portfolio includes courses like History & Ethics in Advertising and Digital Course Design , reflecting her interest in Digital Narrative and AI & Technological Change . She has supervised numerous Public & Professional Writing (PPW) interns and directed undergraduate Directed Studies programs. Scientific Awards & Fellowships Teaching Excellence Award (Youngstown State, 2020) Speaking in the Disciplines Fellowship (Dietrich School of Arts and Sciences, 2022) Writing in the Disciplines Fellowship (Dietrich Institute for Writing Excellence, 2022) Foundational Pedagogy Collective Stipend (University of Pittsburgh, 2025) Dr. Sevilla actively contributes to academic discourse as the Pedagogy Editor for Explorations in Media Ecology (EME) Journal , promoting innovative teaching strategies in Media Ecology . She has presented at international conferences, including the Media Ecology Association International Convention (2023) and Three Rivers TESOL Fall Conference (2019), addressing inclusive teaching practices for L1/L2 learners.

• Rhetoric
• Semiotics
• Communication Studies
• +۳ مورد دیگر

Sabrina Mazzali-Lurati serves as a Lecturer at the Faculty of Communication, Culture and Society, Università della Svizzera italiana (USI), teaching writing courses in the Bachelor's degree in Communication and Master's degree in Economics and International Politics. She earned her doctorate in Communication Sciences from USI in 2003, developing a semiotic-hermeneutic approach to multimedia applications of classical literary texts in her dissertation. Her research spans two interconnected domains: rhetoric and rhetorical strategies in organizational communication, and semiotics with multimodal analysis from an argumentative perspective, particularly examining advertising and promotional communication. This work bridges theoretical frameworks with practical applications across media contexts. She maintains active affiliation with USI's Institute of Argumentation, Linguistics and Semiotics (IALS), contributing to interdisciplinary research in communication theory and semiotic analysis.

Patricia Suzanne Sullivanمشاهده پروفایل

دانشیار

• Composition Pedagogies
• Rhetorical Theory
• Digital Writing Technologies
• +۲ مورد دیگر

Patricia Suzanne Sullivan is an Associate Professor in the Department of English at the University of Virginia. She specializes in composition pedagogies, digital writing technologies, avant-garde aesthetics, and classical rhetoric. Her interdisciplinary approach bridges theoretical inquiry with practical teaching innovations. Ph.D. in English, University of Pittsburgh (2002) M.F.A. in English, University of Pittsburgh (1996) B.A. in English, Southern Connecticut State University (1993) Her research focuses on the intersection of writing instruction and digital tools, advocating for posthumanist approaches to composition and multimodal assignments. She explores how experimental writing pedagogies and electronic portfolios can transform student engagement and accountability. Recent publications highlight her work on developmental networks for writing instructors, posthuman aesthetics in teaching, and the integration of digital technologies into composition curricula. Key themes include rhetorical theory, mentorship systems, and student-centered learning. Arts and Sciences Learning Technology & Design Grant (2016) Learning Technology Incubator Grant (2015) College of Arts and Sciences Teaching Circle Grant (2006) Innovation in Education Award, University of Pittsburgh (2002) Distinguished Teaching Award, Department of English, University of Pittsburgh (2002) Sullivan has coordinated the Writing Program Teaching Network and implemented mentorship programs. She leads workshops on digital humanities and collaborates on projects integrating oral and writing skills. Her presentations span conferences at Pitt, MLA, and digital humanities summits.

Flavia Pompeoمشاهده پروفایل

دانشیار

• Historical Linguistics
• Morphosyntax
• Semantics
• +۷ مورد دیگر

Flavia Pompeo is an Associate Professor at the Department of Modern Letters and Cultures , Sapienza University of Rome. Her work focuses on morphosyntax , semantics , and historical sociolinguistics of ancient Indo-European and Balkan languages, with specialization in Old Greek and Old Persian corpora. She employs methodologies from Construction Grammar and cognitive linguistics , analyzing case functions, possessive expressions, and argument alternations. Her research integrates digital corpora for Old Persian studies and examines the Achaemenid cuneiform script and metalinguistic phenomena. Her recent publications (2024–2019) explore case systems , verbal semantics , epigraphic dating formulas , and multilingualism in ancient empires , reflecting her interdisciplinary approach combining traditional linguistics with digital tools. She has been Director of the Linguistics Degree Program (2020–2023, reappointed 2023–2026) and contributes to international research projects on ancient language contact and writing systems . Active in academic community-building, she organizes conferences and participates in scholarly societies.

• Psychosocial processes, learning and transitions
• Narrative approaches and self-narratives
• Identity dynamics in training
• +۹ مورد دیگر

Nathalie Muller Mirza is an Associate Professor in the Adult Education sector of the Faculty of Psychology and Educational Sciences (FPSE) at the University of Geneva, where she has been employed since August 2019. She heads the I-ACT team (Identities and Learning in Transition Contexts) and co-coordinates the Master's program in Adult Education. Her work spans multiple institutional roles including serving as the delegate for University of Geneva to the Federal Commission for Scholarships for Foreign Students since 2024, and as co-editor-in-chief of the European Journal of Psychology of Education. Her research employs a sociocultural approach in educational and training psychology, utilizing comprehensive methodological tools including narrative methods, semi-directive interviews, analysis of social interactions, and participant observation. Her work integrates the founding role of interactions with others and cultural instruments to understand psychosocial issues of training, particularly in transition contexts. Her research consistently centers around four transversal themes: Identities, Learning, Contexts, and Transitions, which she examines across the life course including entry into the workforce, migration situations, identity dynamics, digital practices, and retirement transitions. Her recent publications demonstrate a strong focus on senior volunteering, intercultural mediation in medical contexts, migration and education, and the psychosocial dimensions of learning in transition contexts. The articles reveal a consistent methodological approach combining sociocultural theory with detailed qualitative analysis, particularly focusing on how individuals navigate complex social transitions through learning processes and identity construction. Professor Muller Mirza actively supervises doctoral and master's students, with recent theses covering topics such as literacy development for adult migrants, professional recognition for foreign-trained nurses, and volunteer experiences during the Covid-19 pandemic. She leads multiple significant research projects including VIVRA (funded by Fondation Leenaards), RIM and Imagination (both funded by FNS), and DORA (funded by SEFRI and foundations), demonstrating substantial research funding and collaborative networks. Her research team, I-ACT, focuses on understanding learning processes in transition contexts through a sociocultural lens, working closely with associations in the field of social and professional integration. Her approach emphasizes participatory perspectives in both research and intervention projects, bridging academic research with practical applications in educational and social settings.

Brian Iversonمشاهده پروفایل

استادیار

• Civil Procedure
• Legal Ethics
• Dispute Resolution
• +۱ مورد دیگر

Brian Iverson serves as Assistant Professor of Law at Mercer University School of Law, specializing in procedural and ethical dimensions of civil dispute resolution. With over fifteen years of prior litigation experience at Bass, Berry & Sims PLC, he has handled complex civil cases across federal and state courts nationwide, with his legal arguments cited in major jurisprudential references including American Jurisprudence and Wright & Miller's Federal Practice & Procedure. Education: B.B.A., cum laude, Belmont University J.D., magna cum laude, Pepperdine University Caruso School of Law His research critically examines civil procedure and legal ethics, particularly focusing on unregulated spaces in litigation such as attorney conduct during deposition recesses. This work bridges theoretical ethics with practical courtroom challenges, influencing both academic discourse and professional practice standards in dispute resolution. Professor Iverson's scholarly output demonstrates concentrated expertise in evidence procedure and ethical boundaries, with his Georgetown Journal of Legal Ethics article receiving the Burton Awards' Law360 Distinguished Legal Writing honor for its impact on professional responsibility standards. Awards: Law360 Distinguished Legal Writing Award (Burton Awards) Senior Fellow, Litigation Counsel of America He actively applies his expertise as a court-appointed mediator for the D.C. Superior Court while contributing to legal education. No information regarding student advising or research grants was provided in the source materials.

• Environmental law
• Administrative law
• Natural resources law
• +۷ مورد دیگر

Lane McFadden serves as a full-time Lecturer in Law at Indiana University's Maurer School of Law and holds an adjunct appointment at the O'Neill School of Public and Environmental Affairs. He joined the Law School faculty in 2021 and immediately earned the Indiana University Trustees’ Teaching Award for excellence in classroom instruction. His academic credentials include a BA, magna cum laude, from the University of South Carolina Honors College (1998) and a JD, cum laude, from New York University School of Law (2002). Professor McFadden's scholarly focus centers on Environmental law , Administrative law , and Appellate advocacy , drawing from his 16-year federal government career. His expertise spans legal writing, pollution regulation, and oral argument techniques, directly informing his teaching in environmental litigation and regulatory frameworks. His distinguished recognition includes: Indiana University Trustees’ Teaching Award As director of the appellate advocacy program, he oversees the Sherman Minton Moot Court Competition and coaches multiple national moot court teams. His mentorship extends to first-year legal research students and undergraduate environmental law courses, leveraging his extensive government litigation background. Prior to his faculty role, McFadden clerked for federal judges on the Ninth Circuit Court of Appeals and U.S. Court of Federal Claims, then served 16 years as a lead appellate attorney at the Department of Justice's Environment & Natural Resources Division, handling 75+ cases and 40+ oral arguments nationwide before transitioning to senior counsel at the Federal Aviation Administration.

Per Liljenberg Halstrømمشاهده پروفایل

مدرس

• Rhetorical Design
• Argumentation Theory
• Innovation
• +۳ مورد دیگر

Per Liljenberg Halstrøm serves as an External Lecturer in the Department of Pharmacy at the Faculty of Health and Medical Sciences, University of Copenhagen, where he integrates rhetorical theory with healthcare design education. Education: PhD in Rhetorical Design Studies, Royal Danish Academy - Architecture, Design, Conservation (2017) Academic qualification from University of Copenhagen (2010) Research Focus: His work pioneers the application of rhetorical competencies—specifically topical logic, argumentation, and epideictic rhetoric—to explicitly articulate design choices in development processes. This bridges classical rhetoric with contemporary innovation methodologies, emphasizing how rhetorical tools can surface hidden assumptions in value-driven design contexts. Publication Trends: His 2015-2017 articles in Design Issues and Artifact demonstrate a cohesive trajectory exploring design as rhetorical argumentation, evolving from problem-solution co-evolution frameworks toward value-celebration paradigms. These contributions position rhetoric as a critical lens for healthcare and product design innovation. Professional Engagement: Beyond academia, Halstrøm actively consults through Klarformidling.dk and contributes creative writing for Egmont's Donald Duck Magazine, reflecting his commitment to applying rhetorical principles across diverse communication contexts.

Ian Quitadamoمشاهده پروفایل

استاد

• Critical Thinking
• Science Education
• Biology Education
• +۵ مورد دیگر

Ian Quitadamo is a Professor at Central Washington University specializing in critical thinking pedagogy and science education reform. His work bridges theoretical neuroscience with practical K-20 teacher training, focusing on developing students' ability to apply, analyze, evaluate, and communicate across scientific contexts. He teaches Biology courses (Cell Biology, Genetics, Biotechnology for Teachers) and Science Education methods for elementary through secondary levels. Dr. Quitadamo earned his Ph.D. in Interdisciplinary Science, Education, and Technology from Washington State University (2002). His educational philosophy centers on education as a self-gift requiring curiosity, humility, courage, and kindness. He emphasizes examining issues from multiple perspectives to cultivate independent thought, personal agency, and sustainability awareness. His research spans the neuro-cognitive basis of critical thinking, science learning assessment, cancer biology (tumor angiogenesis), and endothelial cell function. Recent publications demonstrate consistent focus on technology-enhanced critical thinking development through community-based inquiry, writing assignments, and peer-led learning structures. Work frequently involves pre-service teachers and K-12 educators in authentic research partnerships. Over the past decade, his publications reveal evolving methodologies from foundational cell biology to sophisticated educational interventions. Key trends include: comparative analysis of critical thinking across biology/chemistry contexts; spatial skills development via WebQuests; e-portfolio assessment for teacher development; and community-engaged projects enhancing non-majors' science literacy. All work emphasizes measurable cognitive skill development through structured inquiry. Dr. Quitadamo mentors undergraduate and graduate students through co-authorship on publications, with recent advisees including C. L. Faiola, P. Wood, R. Campanella, and M. Gao. His supervision integrates students into community-based research projects and technology development initiatives, preparing future educators through hands-on scholarly activity.

Sara A. Stoudtمشاهده پروفایل

استادیار

• Ecological Statistics
• Metrology
• Uncertainty Quantification
• +۲ مورد دیگر

Sara A. Stoudt serves as an Assistant Professor in the Mathematics Department at Bucknell University, bridging statistical methodology with scientific meaning across ecology, metrology, and pedagogy. Her work emphasizes translating complex statistical concepts for diverse audiences through blogs and non-traditional communication channels. Her educational background includes: Ph.D. in Statistics from the University of California, Berkeley (Berkeley Institute for Data Science Fellow) B.A. in Mathematics and Statistics from Smith College Dr. Stoudt's research integrates three core domains: Ecological Statistics : Evaluating community-collected data utility and limitations for ecological inference Metrology : Quantifying measurement uncertainty and stakeholder communication frameworks Statistics Communication : Developing pedagogical approaches for data writing and accessible interpretation Her publication portfolio reveals strong interdisciplinary convergence, with ecological applications (e.g., community science bird studies), metrology (uncertainty quantification), and pedagogy (classroom writing workflows) forming interconnected research strands focused on methodological rigor and real-world impact. Her professional recognition includes: Berkeley Institute for Data Science Fellowship Regarding academic mentorship, no specific advisees are documented in source materials, though her teaching philosophy emphasizes authentic data experiences and argument-strengthening over formulaic approaches. No grant details appear in the provided text. Research infrastructure information regarding laboratories or specialized teams was not specified in available documentation.

Valeria Melisمشاهده پروفایل

مدرس

• Greek Theater
• Attic Law
• Ancient Rhetoric
• +۵ مورد دیگر

Valeria Melis is a Lecturer at Ca' Foscari University of Venice and the Kore University of Enna, and a Research Fellow at the University of Genoa on the PRIN project 'Laugh Tracks. Greek Comedy in Ptolemaic Egypt.' She earned her PhD in Classical and Modern Cultures (classical curriculum) from the University of Turin in 2014 and a Master's in Digital Humanities from Ca' Foscari in 2020. Her research spans Greek theater, Attic law, digital humanities, and intercultural studies. Affiliations PhD, University of Turin (2014) Master's, Ca' Foscari University (2020) Research Fellow, University of Genoa (2022–present) Editor, Paradoxa series (De Bastiani Editore) Her research focuses on Greek theater (Euripides, Aristophanes), interactions between theater and Attic law, and the language of female characters in tragedy and comedy. She also explores intertextuality in Latin poetry, ancient biography (particularly Plutarch), and the reception of Greek myths in 16th-century Italy. Her work bridges classical philology with digital humanities, emphasizing social reading and manuscript metadata sustainability. Recent publications analyze Penia in Aristophanes' Plutus (2024), Zeus's portrayal in Wealth (2023), and digital tools for Latin intertextuality (2023). She has received grants from Cagliari and Ca' Foscari for research on the ancient world and digital humanities, and collaborates on projects like KomFrag with Freiburg. Scientific Awards Erasmus+ grant Stiftung Humanismus Heute grant As co-editor of the Paradoxa series and member of scientific committees, she contributes to academic publishing. Her teaching experience includes Greek Literature at the University of Sassari and lectures at institutions like Bologna, Oxford, and Tel Aviv. She is involved in research groups Aletheia , Classici Contro , and Wiki-Musisque Deoque .

• Swedish mother-tongue education
• Social interaction in educational settings
• Communication aids for children with disabilities
• +۷ مورد دیگر

Niklas Norén is a Senior Lecturer in Didactics at the Department of Education, Uppsala University. His work bridges Swedish language education with social interaction analysis, focusing on communication practices in educational settings. He supervises students at basic, bachelor's, and master's levels while leading the Special Needs Education specialization within the Master Programme in Educational Sciences. Member of research groups: CLIP, STOLP, PS Network affiliations: NISCI, OFTI Research spans three core areas: (1) Communication aids for children with neurological impairments, (2) Institutional interaction analysis using EMCA methodology, and (3) Grammatical constructions in conversational contexts. Recent projects examine classroom discourse, mathematical reasoning in groups, and digital writing practices. Key article trends: 2022-2025 work emphasizes mathematical discourse and digital communication , while longitudinal research (2013-2022) explores pivot constructions and eye-gaze AAC devices . Methodologically grounded in ethnomethodology and conversation analysis . Network involvement includes coordination of NISCI (special educational needs network) and web administration for OFTI. His research combines theoretical linguistics with practical applications in inclusive education, particularly for children with cerebral palsy and autism spectrum disorders.

Laura S. Zapantaمشاهده پروفایل

استاد آموزشی

• Biochemistry Education
• Science Education
• Scientific Communication
• +۳ مورد دیگر

Laura S. Zapanta is a Teaching Professor in the Department of Biological Sciences at the University of Pittsburgh, Dietrich School of Arts and Sciences. She joined the department in 2008 after earning her Ph.D. in Biochemistry from the Pennsylvania State University in 1998. Her educational background includes: Ph.D. in Biochemistry, Pennsylvania State University, 1998 Dr. Zapanta's research and teaching focus on innovative methods in biochemistry education. She is passionate about moving away from traditional lectures to active learning strategies such as case studies, POGIL activities, molecular visualization, and group work. Her work aims to help students develop critical thinking and scientific communication skills, including reading scientific literature, writing scientific arguments, and presenting data effectively. Her recent publications (2011-2013) center on educational resources for pre-health students, particularly in preparation for the MCAT exam. She has contributed to the development of open-access instructional materials through MedEdPORTAL's iCollaborative, focusing on competency-based learning and collaborative platforms. While specific advising and grant information is not provided in the available text, Dr. Zapanta's work involves creating educational resources and adapting teaching methods to enhance student learning in biochemistry and biological sciences.

Mark Andersonمشاهده پروفایل

استاد

• Ancient Philosophy
• Nietzsche
• Plato
• +۱۰ مورد دیگر

Mark Anderson is Professor and Chair of the Department of Philosophy at Belmont University, within the College of Liberal Arts & Social Sciences. He holds a Ph.D. in Philosophy from Vanderbilt University (1998), an M.A. in Classical Studies from Vanderbilt (2000), and an M.A. in Philosophy from the University of Calgary (1994). He is also Director of Classics at the university and founder of the weekly philosophy discussion group, Philologoi. Ph.D., Philosophy – Vanderbilt University (1998) M.A., Classical Studies – Vanderbilt University (2000) M.A., Philosophy – University of Calgary (1994) His research and teaching focus on Ancient Philosophy, particularly Plato and Nietzsche, ancient Greek language and culture, and the philosophical interpretation of literature. He explores themes such as philosophical art, the nature of dialogue, purification in pre-modern thought, and the intersections of philosophy with literary figures like Herman Melville. His work often challenges standard interpretations, such as in his reading of Plato’s Phaedo as subverting Socratic philosophy in a Nietzschean manner. His recent publications span books, book chapters, translations, and scholarly papers. Key works include Plato and Nietzsche: Their Philosophical Art (2014) and Diamythologõmen: A Philosophical Portrait of a Philosopher Philosophizing (2019). His articles appear in journals like Ancient Philosophy , Philosophy and Literature , and The Journal of Nietzsche Studies . The body of his work reveals a consistent engagement with the expressive and artistic dimensions of philosophical writing, blending hermeneutics, existential themes, and classical scholarship. Plato and Nietzsche: Their Philosophical Art (2014) Diamythologõmen: A Philosophical Portrait of a Philosopher Philosophizing (2019) Melville and Nietzsche: Living the Death of God (2016) Speaking the Truth in Plato's Republic (2010) Socrates as Hoplite (2005) Nietzsche's Subversive Rewritings of Phaedo-Platonism (2017) Mark Anderson advises and contributes to academic discourse through his publications and leadership in the philosophy department. While no formal list of advisees or grants is provided, his co-authorship with Scott Aikin on Argumentative Norms in Republic I indicates collaborative scholarly engagement. He also contributes translations of Plato’s myths to edited volumes, further demonstrating his commitment to classical texts. He founded and sponsors the Philologoi, a weekly philosophy discussion group, fostering intellectual community and dialogue among students and faculty. This initiative underscores his dedication to philosophical practice beyond the classroom. His work bridges analytic rigor with creative interpretation, positioning him as a distinctive voice in contemporary philosophical scholarship.

Mark E. Huglenمشاهده پروفایل

استاد

• Argumentation
• Persuasion
• Political Communication
• +۷ مورد دیگر

Mark E. Huglen is a tenured full Professor at the University of Minnesota Crookston , affiliated with the Humanities, Social Sciences, and Education Department. He teaches courses in Communication Theory, Crisis Communication, Human Relationships and Leadership, Interpersonal Communication, Persuasion, Political Communication, and Public Speaking, including online versions of these programs. B.S., University of North Dakota M.A., University of North Dakota Ph.D., Wayne State University His research focuses on Argumentation, Persuasion, Political Communication, and Communication Theory , with a strong emphasis on multicultural education, online pedagogy, and the intersection of rhetoric and human relationships. His publications span books, articles, and book chapters that analyze communication strategies in diverse contexts, including political discourse, criminal justice, and university athletics. Recent publications highlight his work in digital communication education , including pioneering efforts in online Public Speaking courses. His writing explores Kenneth Burke's theories , Aristotelian rhetoric, and narrative approaches to healing and leadership. Distinguished Teaching Award (2017) Roseau Athletic Hall of Fame (2017) Excellence in Teaching Award (2011) ALP Fellow, University of Minnesota (2004-05) Midwest Collegiate Hockey Association Coach of the Year (2000) As a program leader, Huglen spearheaded new initiatives in Agricultural Communication, Sport and Recreation Management, and Social Media. He secured grants for arts heritage and NCAA strategic alliances and led campus honors committees for naming landmarks after notable figures like Bob Bergland and Roger Moe. His work emphasizes educational innovation, diversity advocacy, and leadership development across academic and athletic domains.