جست‌وجوی استاد و پژوهشگر

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.

• Argumentation
• Crisis Communication
• Writing Pedagogy
• +۵ مورد دیگر

Daniel Janssen is Associate Professor of Language and Communication at Utrecht University's Faculty of Humanities, where he serves in multiple administrative roles including Chair of the Examination Committee for Academic Masters in Humanities, Chair of the Test Committee Humanities, and Vice-Chair of the university's Committee on Interpersonal Integrity. He coordinates the Master's program in Communication and Organisation and co-founded the Teaching Academy Utrecht (TAUu) network. His research focuses on argumentation, crisis communication, writing pedagogy, and media choice, employing experimental methods to examine communication effectiveness. Key areas include the rhetoric of public apologies, persuasive strategies in business contexts, and debate-based language instruction. Recent work investigates how apology formulations impact organizational reputation during crises and how debate pedagogy enhances second-language writing skills. Janssen maintains editorial roles for the Journal of Writing Research and International Journal of Business Communication , and has supervised doctoral research on debate education's impact on language acquisition. His applied work includes communication consulting for governmental bodies including the Dutch Tax Administration, Council of State, and multiple ministries.

Duffy Robertsمشاهده پروفایل

مدرس

• Education and Pedagogy in Forestry
• Human Dimensions of the Environment
• Writing Instruction
• +۳ مورد دیگر

Duffy Roberts is a Lecturer jointly appointed with the Faculty of Land and Food Systems at the University of British Columbia (UBC), affiliated with the Department of Forest and Conservation Sciences under the Faculty of Forestry. He is based at MacMillan 241, 2537 Main Mall, Vancouver, BC V6T 1Z4, Canada, and can be contacted at 604-822-3688 or via email at Duffy.Roberts@ubc.ca . Research Areas: Education and Pedagogy in Forestry, Human Dimensions of the Environment, Writing Instruction Roberts’ teaching philosophy emphasizes creating a classroom environment that fosters kindness, belonging, and effective scholarly writing. Drawing on Thomas King’s assertion that “the truth about stories is that that’s all we are” and Northrop Frye’s exploration of Canadian identity through place, he integrates storytelling and spatial awareness into his pedagogy. He aligns his work with UBC’s strategic plan, focusing on “place and promise,” and operationalizes John Agnew’s triad of place (location, locale, sense of place) to build inclusive learning spaces for international, Canadian, and Indigenous students. His current role in Forestry and Land and Food Systems builds on a career spanning nearly two decades, including a Sessional Lecturer with Continuing Status in UBC’s English Department (2005–2021), where he specialized in Vancouver literature and place-based belonging. He now teaches academic writing and argumentation, prioritizing discipline-specific communication skills while cultivating a sense of home in the classroom.

• Historical Linguistics
• Japanese Language
• Linguistics
• +۱۰ مورد دیگر

Kerri Russell is a Senior Lecturer in Japanese Language and Linguistics at Oxford Brookes University, School of Education, Humanities and Languages. She holds a PhD from the University of Hawai‘i at Mānoa and has held research and teaching positions at the University of Oxford, University of Arizona, Hawai‘i Pacific University, and the University of Hawai‘i. Her academic work centers on historical and comparative linguistics, particularly of the Japonic language family. Education: PhD in Linguistics, University of Hawai‘i at Mānoa (2006) Her research interests include the origins and development of the Japonic languages, corpus-based studies of Old Japanese, Ainu, Middle Korean, and Altaic languages. She is a key contributor to the Oxford Corpus of Old Japanese, a long-term digital corpus project. She has also participated in major research initiatives at the National Institute for Japanese Language and Linguistics (NINJAL), focusing on diachronic syntax, interrogatives, and lexical phonology. Her recent publications reflect a strong focus on verb semantics, argument realization, and syntactic structures in pre-modern and Old Japanese. These works employ corpus-based methodologies and contribute significantly to the understanding of early Japanese grammar and language evolution. Scientific Awards: No awards listed in the provided text. Advising and Grants: Module leader for multiple Japanese language courses including Japanese for Beginners, Japanese Reading and Writing, and Advanced Japanese Reading and Translation. Principal Investigator for the project "The Properties of Complex Compounds in Old Japanese" (2023–2025), funded by the British Academy with £6,408 received by Brookes. Involved in externally funded projects at NINJAL and the University of Oxford, indicating sustained grant-supported research activity. Labs, Teams, and Research Groups: Member of the Europe Japan Research Centre at Oxford Brookes University. Collaborator on the Oxford Corpus of Old Japanese project. Co-developer of the Rendaku Database with Mark Irwin and Mizuki Miyashita. Contributor to large-scale corpus projects at NINJAL, including the Diachronic Corpus and studies on Japanese interrogatives.

Magnus Haakeمشاهده پروفایل

دانشیار

• Cognitive Science
• Learning Sciences
• Educational Technology
• +۳ مورد دیگر

Magnus Haake is an Associate Professor in Cognitive Science at the Department of Philosophy, Lund University. He has been a researcher at the Department of Cognitive Science (LUCS) since 2012, following his doctoral studies and research at the Department of Design Sciences at Lund University from 2000-2011. Haake is affiliated with the Educational Technology Group (ETG) and participates in the Communication and Cognition Profile area as well as the LU Profile Area: Natural and Artificial Cognition. His educational background includes: Artistic and graphical education in Sweden and USA MSc in Engineering Physics from Lund University PhD in Design Sciences from Lund University Scholarship at University of California, San Diego (UCSD) Haake's research focuses on the intersection of cognitive science and educational technology, with particular emphasis on classroom-based learning environments. His work investigates how students, teachers, and learning materials interact within educational contexts, with special attention to the added value of educational technology. He explores how digital tools can support cognitive processes like attention and perseverance in diverse student populations, particularly in early childhood education settings. His approach integrates perspectives from cognitive science, social psychology, and interaction design to develop and evaluate educational interventions that are both scientifically grounded and practically applicable. His extensive publication record demonstrates a consistent focus on educational technology applications, particularly examining teachable agents, feedback mechanisms, and multimodal learning environments. The research shows progression from foundational work on virtual characters and pedagogical agents to more recent studies on attention scaffolding, information literacy, and the impact of educational interventions during the pandemic. A notable trend is the increasing focus on inclusive education approaches that combine adaptive instruction with universal design principles. Haake has received recognition through his involvement in significant research projects: TELEB: Technologically Enhanced Language learning and its Effect on the Brain (2021-2025) Learning, Context and Transfer: Exploring Constraints and Affordances in the Virtual and Digital Age (2019-2024) Virtuellt klassrum som forskningsplattform (2016-2021) Supporting Students' Productive Choices When Learning Gets Difficult (2015-2018) Påverkan av icke-verbala faktorer och omgivningsfaktorer på barns förståelse (2014-2019) He has supervised several doctoral students, including Jens Nirme in Cognitive Science, and served as assistant supervisor for E.-M. Ternblad's dissertation on "Learning, Context and Transfer." His supervisory approach emphasizes the integration of cognitive science principles with practical educational applications. Haake has also led multiple research projects examining how educational technology can support learning processes, particularly focusing on feedback mechanisms, attention management, and the role of multimodal communication in educational contexts. Haake is actively involved with the Educational Technology Group (ETG) at Lund University Cognitive Science (LUCS), which serves as a hub for interdisciplinary research connecting cognitive science with educational practice. His work often involves collaboration with researchers from psychology, linguistics, and educational sciences to develop and evaluate technology-enhanced learning environments. Recent projects have explored virtual classrooms as research platforms and the impact of non-verbal factors on children's comprehension.

Frank Kellerمشاهده پروفایل

استاد

• Natural Language Processing
• Cognitive Science
• Computational Narrative
• +۲ مورد دیگر

Frank Keller is a Professor in the School of Informatics at the University of Edinburgh, affiliated with EdinburghNLP, the Natural Language Processing Group. His research spans natural language processing, cognitive science, and computational narrative, with dual foci on language-vision integration and narrative modeling. Professor Keller's primary research encompasses natural language processing and cognitive science, specifically investigating language and vision tasks such as image description, visual grounding, video summarization, and visual story telling. His secondary focus involves computational narrative modeling, where he develops frameworks for analyzing characters, plot turning points, and suspense in long-form texts including movie scripts and books—addressing challenges in LLM comprehension of extended narratives. Recent publications (2023-2025) reveal strong trends in multimodal narrative generation, particularly visual story creation with grounded characters and movie script summarization. His work bridges cognitive modeling with practical NLP applications, exploring human reading mechanisms through neural attention models and advancing procedural video understanding through implicit argument prediction. Scientific Awards: EMNLP Best Paper Award (2002) Nominated for ACL Best Short Paper Award (2019) Professor Keller actively supervises eight current PhD students including Anil Batra and Gautier Dagan, and has mentored 26 alumni now at institutions like MIT, Google DeepMind, and Copenhagen University. His research receives substantial funding through the UKRI Centre for Doctoral Training in Designing Responsible NLP, supporting next-generation NLP researchers. As a core member of EdinburghNLP, he leads interdisciplinary teams collaborating with the Pioneer Center for AI and Copenhagen University. Current projects integrate cognitive science with multimodal learning, focusing on narrative structure analysis, visual grounding, and human-AI interaction systems for complex tasks like trailer creation and scientific poster summarization.

Xun Yanمشاهده پروفایل

دانشیار

• Language Testing and Assessment
• Educational Measurement
• Rater Behavior and Training
• +۳ مورد دیگر

Xun Yan is an Affiliated Associate Professor in Linguistics and Educational Psychology at the University of Illinois Urbana-Champaign , with additional roles in the Center for East Asian and Pacific Studies and the Beckman Institute for Advanced Science and Technology. Their research focuses on speaking and writing assessment, scale validation, rater training, and assessment literacy for language teachers. Education : Ph.D., English (Second Language Studies), Purdue University, 2015 M.A., TESOL, Ohio State University, 2009 B.A., English, Wuhan University, China, 2008 Research Interests intersect with language testing, educational measurement, and second language acquisition. Key areas include: Accent perception in listening tasks Speech fluency metrics Assessment literacy training AI integration in testing Contextual adaptation of assessments Complexity-Accuracy-Fluency (CAF) frameworks 2025-2026 Publications highlight advancements in diagnostic language assessment, AI-assisted testing, and cross-linguistic fairness studies. Recurring themes include test-taker attitudes, rater behavior analysis, and corpus-driven scale development. Scientific Awards : LEAP Award , 2018 Grants and Funding include collaborations with institutions like CaMLA, British Council, and IELTS, focusing on lexico-grammatical complexity, CAF features, and cognitive-social aspects of speaking assessments. Professional Engagement spans editorial roles, conference contributions, and teaching courses such as Principles of Language Testing and Second Language Acquisition Theories .

James Engellمشاهده پروفایل

استاد پژوهشی

• Romanticism
• Eighteenth Century and Restoration Literature
• Comparative Romanticism
• +۵ مورد دیگر

James Engell is the Gurney Research Professor of English and Professor of Comparative Literature at Harvard University, holding dual appointments in the Faculty of Arts and Sciences. He is also affiliated with the Committee on the Study of Religion and the Harvard University Center for the Environment. Engell retired on June 30, 2024, and no longer sponsors students or visiting scholars. His education includes a B.A. (1973) and Ph.D. (1978) from Harvard University. Engell’s research focuses on Romantic, Eighteenth-Century, and Restoration British Literature, Comparative Romanticism, literary criticism, rhetoric, environmental studies, and the economics of higher education. His work bridges interdisciplinary fields, such as ecocriticism and the history of academic institutions. Engell has authored or edited influential works including The Call of Classical Literature in the Romantic Age (2017), William Wordsworth's Prelude (2016), and Environment: An Interdisciplinary Anthology (2008). His scholarship emphasizes classical influences on Romantic literature, environmental humanities, and challenges facing modern academia. As an emeritus faculty member, Engell remains connected to Harvard’s Barker Center, where he previously advised dissertations in American Studies and Romance Languages & Literatures. His career has spanned four decades, leaving a legacy in literary studies and interdisciplinary academic advocacy.

Robert Selmanمشاهده پروفایل

استاد

• Developmental Psychology
• Prevention Science
• Social and Moral Development
• +۳ مورد دیگر

Robert Selman is a Professor of Psychology in the Department of Psychiatry at Harvard Medical School. He serves as a senior associate at the Judge Baker Children's Center and at the Department of Psychiatry at Children's Hospital Boston. His work focuses on promoting social awareness and engagement competencies in children to reduce health risks and improve academic performance. He founded the Prevention Science and Practice Program in 1992 and served as its director until 1999. Dr. Selman's research spans interpersonal and intergroup development across childhood and adolescence, with current projects integrating literacy curricula and school-based prevention programs. His earlier work addressed youth psychological disorders in treatment settings and prevention strategies for at-risk children. He has contributed to understanding how cultural contexts influence moral reasoning, bullying dynamics, and digital communication challenges among adolescents. Key themes in his publications include moral functioning frameworks, narrative-based teaching methods, and the impact of technology on youth behavior. His work bridges developmental theory with practical interventions, emphasizing school climate improvement and civic education initiatives. He has collaborated on programs like Facing History and Ourselves, evaluating their impacts on teacher effectiveness and student outcomes. Notable contributions: Prevention Science and Practice Program founder Key focus areas: Social perspective-taking, ethical development, and interdisciplinary education Key affiliations: Harvard Graduate School of Education, Judge Baker Children's Center

• Rhetoric and Composition
• Business and Professional Writing
• Technical Writing
• +۳ مورد دیگر

Jonathan Buehl is an Associate Professor and Vice Chair of Rhetoric, Composition, and Literacy Studies in the Department of English at The Ohio State University. His work focuses on technical writing, scientific writing, pedagogy, and research methods. Education: PhD, MA (University of Maryland, 2008 and 2002), BA (Drew University, 2000). Research interests include rhetoric and composition, professional writing, visual rhetoric, and digital communication ethics. He authored Assembling Arguments: Multimodal Rhetoric and Scientific Discourse and co-edited Science and the Internet: Communicating Knowledge in a Digital Age . Publications span technical communication, composition studies, and digital rhetoric, emphasizing ethical practices and interdisciplinary approaches.

• Rhetoric Studies
• Technology and Society
• Conspiracy Theories
• +۲ مورد دیگر

Dustin R. Iler is a Senior Lecturer in Washington University's College Writing Program, holding a PhD in English and American Literature from the same institution. He teaches interdisciplinary courses examining technology's impact on identity, rhetorical analysis of conspiracy theories, and American literary traditions including graphic novels and banned books. Instructional focus includes argumentation techniques, research methodologies, and public speaking. Beyond academia, he explores narrative construction in professional wrestling and tabletop role-playing games.

Erik Vossمشاهده پروفایل

استادیار

• Language Assessment & Technology
• Natural Language Processing
• Machine Learning
• +۵ مورد دیگر

Erik Voss is an Assistant Professor at Teachers College, Columbia University, specializing in Applied Linguistics & TESOL within the Graduate School of Education, Health & Psychology. He focuses on language assessment and technology integration, particularly through natural language processing and artificial intelligence applications. Ph.D. in Applied Linguistics and Technology, Iowa State University Advanced Graduate Certificate in Second Language Studies, University of Hawai‘i at Mānoa Fil. Mag. in Teaching Swedish as a Second Language, Uppsala University B.A. in Scandinavian Studies, Gustavus Adolphus College His research explores automated scoring systems, AI applications in language testing, and the validity arguments for technology-mediated assessments. He actively contributes to conferences like AAAL, EALTA, and CALICO, focusing on AI-driven assessment frameworks and technological challenges in language testing. Recent publications analyze machine learning vs. neural network approaches for essay scoring and AI's role in linguistic landscape research. He organizes the annual Artificial Intelligence Research in Applied Linguistics (AIRiAL) conference and serves on editorial boards for Language Assessment Quarterly and NYS TESOL Journal. Professional affiliations include the International Language Testing Association (ILTA) executive board, Midwest Association of Language Testers (MwALT) secretary, and leadership in multiple workshops on language assessment and technology integration across global institutions. Email: ev2449@tc.columbia.edu

Eva Bittnerمشاهده پروفایل

استاد

• Collaboration Engineering
• Human-Machine Collaboration
• Hybrid Intelligence
• +۳ مورد دیگر

Prof. Eva Bittner is a Professor and head of the Business Informatics and Socio-Technical Systems Design (WISTS) group at the University of Hamburg , within the Faculty of Mathematics, Computer Science, and Natural Sciences. She leads research initiatives in collaboration engineering, human-machine collaboration, and hybrid intelligence, with applications in agile software development, customer service, automotive industries, and smart city governance. Her work emphasizes designing collaborative processes leveraging modern ICT to enhance knowledge work and innovation. Education: She earned her Ph.D. in 2015 from the University of Kassel with a thesis on Designing for Shared Understanding in Heterogeneous Groups . Research Interests: Her studies focus on AI integration in collaborative systems, citizen participation platforms, and conversational agents in creative processes. She coordinates the HyMeKI junior research group and contributed to the BMBF-funded INSTANT project on human-AI collaboration. Publications: Over 50+ peer-reviewed articles in top venues like JMIS, BISE, and HICSS, addressing AI-supported citizen participation, hybrid intelligence, and service recovery systems. Grants & Leadership: Active in German Informatics Society (Gesellschaft für Informatik), member of the Plattform Lernende Systeme , and editorial roles in journals and conferences. She designs gamified collaboration frameworks and AI tools for urban planning and customer service.

Navid Tavanapourمشاهده پروفایل

پژوهشگر

• Citizen Participation
• Urban Planning
• Artificial Intelligence
• +۳ مورد دیگر

Dr. Navid Tavanapour is a researcher affiliated with the Department of Informatics at the University of Hamburg's Faculty of Mathematics, Informatics, and Natural Sciences. His work focuses on AI-driven systems for citizen participation in urban planning and collaborative innovation processes. He has contributed to the design of conversational agents, mobile applications, and platforms that enhance civic engagement and organizational creativity. His research spans topics such as automated facilitation tools, human-AI collaboration, and participatory democracy mechanisms. Key areas include the analysis of citizen inputs, multi-modal idea generation systems, and gamification in collaborative writing. He has explored both theoretical frameworks and practical implementations of these technologies. Tavanapour's work emphasizes the intersection of technology and societal needs, particularly in urban contexts. His studies often involve empirical evaluations of AI systems in real-world settings, such as workshops and digital platforms.

Matthew Costelloمشاهده پروفایل

مدرس

• Social Justice
• Environmental Studies
• Media and Technology Impact
• +۳ مورد دیگر

Matthew Costello is a Lecturer in the Department of Rhetoric and Writing Studies at San Diego State University (SDSU), affiliated with the College of Arts and Letters. He has taught at SDSU for 25 years, initially as a Graduate Teaching Associate and for the past 23 years as a full-time lecturer. He holds an MFA in Creative Writing (Poetry) from SDSU, awarded in 1997. Education: MFA in Creative Writing (Poetry), San Diego State University, 1997 Research and Teaching Focus: Mr. Costello emphasizes social and environmental justice, the impact of technology and social media, the role of journalism and science, and contemporary issues such as LGBTQ+ rights, voting rights, climate change, and Black Lives Matter. His courses integrate current events with historical context to foster critical thinking and civic engagement. He prioritizes creating inclusive classroom environments where students analyze evidence-based arguments. Awards: None explicitly mentioned in the provided text. Advising and Grants: No advising students or grants listed. His focus remains on undergraduate teaching and curriculum development. Labs/Teams: No specific research labs or collaborative teams mentioned. His work centers on pedagogy and public issues in writing studies. Personal Background: Originally from the Los Angeles area, Costello moved to San Diego in 1994 for graduate school. He resides in El Cajon, CA, with his family and is a dedicated fan of LA sports teams.