جست‌وجوی استاد و پژوهشگر

• Educational Psychology
• Assessment Methods
• Test-taking Motivation
• +۳ مورد دیگر

Gerli Silm serves as a Lecturer in Educational Research at the University of Tartu's Faculty of Social Sciences, Institute of Education, a position she has held since February 2023. Previously, she worked as a Specialist of Educational Science and Junior Research Fellow at the same institution since 2015, demonstrating a steady progression in her academic career. Her educational background includes a Doctor's Degree in Educational Research (2022) from the University of Tartu with dissertation titled "Test-Taking Motivation in Low-Stakes and High-Stakes Testing Contexts," supervised by Margus Pedaste, Karin Täht, and Olev Must. She earned her Master's Degree in Psychology cum laude (2015) and Bachelor's Degree in Psychology (2012), both from the University of Tartu. Dr. Silm's research primarily focuses on educational psychology, particularly test-taking motivation across different assessment contexts, inclusive education practices, and the effectiveness of digital learning materials. Her work bridges psychological theory with practical educational applications, examining how motivation affects test performance and how educational technologies can enhance learning outcomes. She has made significant contributions to understanding how students approach assessments in both low-stakes and high-stakes environments. Her publication portfolio reveals a consistent research trajectory centered on assessment methodologies, with numerous articles analyzing the relationship between test-taking effort and performance, meta-analytic reviews of measurement approaches, and investigations into inclusive education effectiveness. Her recent work shows increasing focus on digital learning environments and their impact on educational outcomes, particularly through projects like DigiEfekt. Dr. Silm is actively involved in multiple research projects funded by the Estonian Ministry of Education and Research, the Education and Youth Board, and the European Commission. Her current research focuses on evidence-based curriculum development, educational analytics, and the effectiveness of inclusive education in Estonian general education settings. She has participated in significant research initiatives including the DigiEfekt project examining digital learning materials' impact, the WATCHME project on workplace-based e-assessment technology, and various studies on inclusive education effectiveness. Her collaborative work spans multiple disciplines within educational research, consistently contributing to both theoretical understanding and practical applications in educational settings.

Daniele BAGLIONIمشاهده پروفایل

استاد

• Italian historical linguistics
• Etymology
• Historical phonetics
• +۷ مورد دیگر

Daniele BAGLIONI is a Full Professor and current Director of the Department of Humanities at Ca' Foscari University of Venice, where he also serves as a member of the Academic Senate. His academic career spans over two decades with progressive appointments from researcher (2011-2018) to associate professor (2018-2020) and finally to full professor since June 2020. He coordinates multiple research projects including CHANGES, DIA, and MIA, all funded by major Italian and international organizations. His research focuses on five primary areas: Italian historical linguistics (particularly etymology and historical phonetics), the history of Italian outside Italy (especially in the medieval and early modern Mediterranean), contact between Romance languages and other Mediterranean languages, the history of Italian linguistics, and invented languages in Italian literature. His work bridges philology, historical linguistics, and cultural studies with a strong emphasis on Mediterranean cross-linguistic interactions. Analysis of his recent publications reveals a consistent focus on language contact phenomena, particularly allographic traditions where Italo-Romance varieties appear in non-Romance scripts. His work spans both theoretical linguistics and applied philological studies, with increasing emphasis on digital humanities approaches in his most recent projects. CNR Research Promotion Award (2004) FFABR (Fund for Financing Basic Research Activities) (2009) Member of Scientific Committee of "Italian Linguistic Studies" Member of Advisory Board of "Romanica Olomucensia" Reviewer for "Lessico Etimologico Italiano" (LEI) Professor BAGLIONI has supervised approximately 80 undergraduate theses and 12 doctoral theses (7 defended), demonstrating significant mentoring activity. His current research is supported by multiple grants including CHANGES (MUR/PNRR), DIA (MUR/PRIN 2022), and MIA (MUR/PRIN 2022), totaling millions in research funding. He has coordinated the Doctorate in Italian Studies at Ca' Foscari University from 2019-2023 and currently directs the Department of Humanities. His research group includes Davide Mastrantonio and collaborators across European institutions, with particular strength in Mediterranean linguistic studies. The MIA project specifically focuses on Italo-Romance texts written in non-Romance characters, representing a unique intersection of paleography, historical linguistics, and cultural studies.

• Mysticism
• Sufism
• Islamic Theology

Dr. Lecturer Harun ALKAN is affiliated with Ankara University as a full-time Lecturer in the Department of Basic Islamic Sciences under the Faculty of Theology. His academic career spans roles in research, editorial work, and conference organization. PhD in Sufism (Ankara University, 2015-2019) MSc in Fundamental Islamic Sciences (Hitit University, 2012-2015) Bachelor's in Theology (Gazi University, 2005-2009) Harun ALKAN's research focuses on Mysticism and Sufism , with particular attention to: Historical Sufi figures and orders Spiritual practices (e.g., dhikr rituals) Textual analysis of Sufi manuscripts Comparative mystical traditions Anatolian Sufism's global influence His 18 editorial roles and 25 citations highlight his contributions to academic discourse, particularly through publications in journals like Sufiyye and AkademiAR . Recent articles (2023-2024) explore topics ranging from Ricâlü’l-Gayb (hidden saints) to the Şemsiyye-i Bayramiyye order's expansion in Istanbul. Collaborations with scholars like Vahit Göktaş and Murat İsmailoğlu demonstrate interdisciplinary engagement. Despite significant publication output (17 total), there are no recorded scientific awards or formal citations metrics beyond institutional YÖKSİS data.

Bryan Koronkiewiczمشاهده پروفایل

دانشیار

• bilingualism
• code-switching
• syntax
• +۵ مورد دیگر

Bryan Koronkiewicz serves as Associate Professor of Spanish Linguistics within the Department of Modern Languages & Classics at the University of Alabama. His academic profile bridges theoretical linguistics and practical language education with specialized expertise in bilingual speech phenomena. His educational trajectory includes: PhD in Hispanic Studies (Linguistics), University of Illinois at Chicago (2014) MA in Hispanic Studies (Linguistics), University of Illinois at Chicago (2010) BA in Spanish / Communication Arts, University of Wisconsin-Madison Dr. Koronkiewicz's research centers on Spanish-English code-switching through experimental and quantitative lenses, examining syntactic constraints in heritage speakers' language production. His work interrogates phenomena like preposition stranding, adverb placement, and inalienable possession while addressing methodological challenges in bilingualism research. This interdisciplinary approach connects theoretical syntax with second language acquisition and heritage language pedagogy, emphasizing empirical validation of linguistic constraints. Analysis of his 13 publications (2013-2023) reveals consistent focus on experimental code-switching research using acceptability judgments and corpus methods. Key trends include systematic investigation of syntactic boundaries in bilingual speech, methodological innovations in data collection, and expansion into language pedagogy through studies of social media integration and writing assessment. His work demonstrates strong alignment with contemporary debates in bilingual syntax while maintaining practical relevance for heritage language education. No scientific awards or fellowships were documented in the source material. Dr. Koronkiewicz teaches across the curriculum from first-year language courses to graduate seminars in bilingualism, syntax, and second language teaching methods. While departmental highlights reference French PhD students (Awodirepo, Lambon, Dafong), no specific advisees in Spanish linguistics are identified. The text contains no mention of grant funding or research team leadership. No dedicated laboratories or research collectives are associated with his profile in the available documentation.

• Organizational Rhetoric
• Instructional Communication
• Student-Centered Oral Communication Education
• +۲ مورد دیگر

Ashley Jones-Bodie holds the position of Associate Professor of Speech Communication and serves as Communication Across the Curriculum Coordinator at the University of Mississippi's Department of Writing & Rhetoric within the College of Liberal Arts. Her work focuses on advancing oral communication education through curriculum development and research. PhD in Public Affairs & Issues Management/Organizational Communication (Purdue University) Master's in Communication (Auburn University) Her research explores organizational rhetoric, instructional practices, and student experiences in communication education, emphasizing how nonprofits navigate trust crises and how pedagogical approaches impact learning outcomes. Recent publications analyze nonprofit wrongdoing discourses and online classroom dynamics. Her work has been recognized with the 2020 Communication Studies Article of the Year and 2015 TAF Teaching Award. Prior to UM, she spent a decade at Louisiana State University as Director of Basic Courses, overseeing public speaking programs and supporting graduate teaching assistants. She returned to Mississippi in 2018 to contribute to the university's mission through communication education initiatives.

• Ecosystem Ecology
• Biogeochemistry
• Limnology
• +۴ مورد دیگر

Amy M. Marcarelli is a Professor of Biological Sciences and Director of the Ecosystem Science Center & Aquatic Analysis (AQUA) Shared Facility at Michigan Technological University. She holds a PhD from Utah State University and a BA from Colgate University. Her research focuses on biogeochemical cycles and ecosystem processes in freshwater habitats, including streams, rivers, wetlands, and Great Lakes littoral zones. She integrates basic and applied approaches to study nutrient dynamics, invasive species management, and restoration ecology. Her research spans four key areas: nitrogen fixation-denitrification interactions, stream-lake-watershed linkages, restoration impacts on aquatic systems, and cross-habitat resource subsidies. She has secured major grants, including an NSF CAREER Award, and leads the NSF-funded Aquatic Nitrogen Fixation Research Coordination Network (ANF-RCN). Her work emphasizes spatial and temporal variability in nutrient processes and the role of microbial communities. Teaching responsibilities include undergraduate and graduate courses in Ecology, Limnology, and professional development. She advises numerous graduate and undergraduate students, many of whom have pursued academic and applied careers in ecology and environmental science. Awards include the NSF CAREER Award and Michigan Sea Grant fellowships. Key labs and facilities under her direction include the Ecosystem Science Center, Aquatic Analysis Lab, and collaborations with the Large Lakes Observatory and USGS. Current projects include drone-based monitoring of invasive species, microbial fuel cell development, and long-term Great Lakes tributary studies.

• Neuropsychology
• Psycholinguistics
• Bilingual language processing
• +۳ مورد دیگر

Maria Ines Caño Melero is a Lecturer (Professora Lectora) at the University of Girona’s Faculty of Education and Psychology, Department of Psychology, and an Associate Professor at the Universitat Autònoma de Barcelona. She is a member of the consolidated research group "Language and Cognition" (GRHCS095 & 2017 SGR 1111) funded by the Catalan government. Education & Accreditations: AQU-Catalunya positive assessment for Lecturer position (2012) Accredited Expert in Clinical Neuropsychology by COPC (2018) Accredited General Health Psychologist by Catalan Ministry of Health (2014) Research Interests: Her work focuses on neuropsychology , psycholinguistics , and bilingual language processing . She investigates lexical access in bilingual speakers, semantic and grammatical deficits in aphasia, numerical cognition, and social-cognitive functions in schizophrenia and Down syndrome. These themes are explored through behavioural, neuropsychological and clinical methodologies. Grants & Projects: PI: Elisabet Serrat – "Grup de Recerca Consolidat Llenguatge i Cognició" (2017 SGR 1111, AGAUR) Co-investigator – UdG Accions Singulars projects on socio-cognitive skills and emotional understanding in deaf and language-impaired children Early-career NIH-funded collaboration with Alfonso Caramazza on lexical access disorders Scientific Awards & Recognitions: Positive accreditation for university teaching and research (AQU, 2012) Certified Clinical Neuropsychology Expert (COPC, 2018) General Health Psychologist certification (Catalan Dept. of Health, 2014) Laboratory & Team Membership: She is an active researcher in the Language and Cognition Research Group at the University of Girona, studying language development, socio-cognitive processes, and basic psychological mechanisms related to psychopathology.

• Educational Psychology
• Gender Stereotypes in Education
• STEM Education
• +۶ مورد دیگر

Univ.-Prof. Dr. Ursula Kessels (Freie Universität Berlin) is a leading professor in education research focusing on heterogeneity and education. Her work bridges basic and applied research in school and classroom contexts, drawing on educational psychology, social psychology, and developmental psychology. Research methodology emphasizes experimental designs, complemented by correlational and evaluation studies. She investigates motivational, identity-related, and attitudinal predictors of school learning , equity in education systems (especially gender, ethnicity, and socioeconomic disparities), and developed the Interests as Identity Regulation Model (IIRM) to map interactions between academic interest/achievement and identity development. Key research areas: Gender stereotypes in education, STEM engagement, feedback bias, school burnout, and shifting standards in evaluating stereotyped groups Recent projects: DFG-funded studies on performance feedback to learners with migration backgrounds and boys' educational disparities Collaborations span planetary sciences, health sciences, and international networks Her 15 most recent publications (2021–2024) focus on gendered/ethnic biases in education , shifting standards theory, and identity dynamics in STEM. Topics include prosocial behavior backlash in classrooms, math career aspirations, and feedback inflation for minority students. Methodologically, she combines experimental designs , implicit association measures, and cross-national comparisons. Key grants include DFG projects (2013–2022) and Jacobs Foundation funding (2008). She contributes to policy discussions through invited lectures at institutions like Ghent University and University of Wuppertal.

Janusz Stalmierskiمشاهده پروفایل

استاد

• Music Composition
• Music Theory
• Vocal and Instrumental Music
• +۵ مورد دیگر

Janusz Stalmierski is a Professor at the Academy of Music in Poznań with a habilitation degree (2014). His academic work focuses on Composition and Theory of Music , creating vocal-instrumental pieces inspired by poetry from Boethius to Emily Dickinson. He teaches Basics of Composition and Composition at the university’s Institute of Composition and Music Theory. Stalmierski’s creative output includes three symphonies (1995-2006), concertos for guitar, violin, and accordion, and chamber opera adaptations of literary works like Calderon’s Life is a Dream and Gombrowicz’s The Crime of Premeditation . His compositions often explore existential themes through vocal music symbolic orchestration with Polish radio/orchestral commissions spiritual narratives in choral-theatrical settings Scientific awards include: Polish Composers’ Union Prize (1983) Stanisław Wiechowicz Competition (1981, 1984) Karol Szymanowski Competition (1992) Artistic Award of Szczecin Mayor (1998)

• Conversation Analysis
• Classroom Communication
• Language Didactics
• +۵ مورد دیگر

Dr. Ann-Christin Leßmann is a Lecturer for special tasks at the University of Bielefeld within the Faculty of Linguistics and Literary Studies. She serves as the Custodian/Course Manager and Recognition Officer for Basic Language Education since 2021, and has been working at the university in this capacity since April 1, 2017. Her institutional affiliations include the Department of Subject Didactics and Cultural Education, the Department of Linguistics, and BiSEd (Bielefeld School of Education). Her research focuses on conversation analysis, particularly ethnomethodological conversation analysis and videography. She specializes in classroom communication in primary schools and German lessons, examining how appropriateness and discursive requirements are established in classroom discussions. Her work connects text and conversation practices in institutional communication contexts, with specific attention to language didactics for German in primary education and student perspectives on classroom communication. She has also completed research on interaction and perception in online teaching from university lecturers' perspectives. Dr. Leßmann's publication record shows consistent scholarly output from 2017 through 2025, with recent work increasingly focusing on the intersection of digital environments and educational practices. Her research demonstrates a strong methodological commitment to detailed sequential analysis of classroom interactions, particularly regarding how teachers and students co-construct discursive appropriateness. She is a founding member of the Working Group on Conversation Analysis in Teacher Education (AK GeLb) and a member of the Symposium on German Didactics (SDD), indicating active participation in professional academic communities. Dr. Leßmann completed her doctorate at TU Dortmund in November 2017, with her dissertation published in 2020 as 'Classroom Interaction in Elementary Schools: Sequential Analyses of the Co-Construction of Appropriateness between Teachers and Learners.' Prior to her position at Bielefeld, she worked as a research assistant at Leuphana University Lüneburg (2014-2016) and was a doctoral scholarship holder at the Research School Education and Capabilities at TU Dortmund (2011-2013).

• Medieval History
• Urban History
• Reformation History
• +۵ مورد دیگر

Dr. Christian Speer is a Researcher at the Institute of History, Martin Luther University of Halle-Wittenberg, where he serves as Scientific Coordinator and Deputy Project Manager of the DFG long-term project 'Index Librorum Civitatum. Index of City Books of the Middle Ages and the Early Modern Period, an Instrument for Basic Historical Research.' He also holds the position of Equal Opportunities Officer for the Faculty of Philosophy. His academic career has been dedicated to medieval and early modern urban history, with particular focus on the documentation systems of German cities. Speer completed his Master of Arts at the Technical University of Dresden and the Università Degli Studi in Rome, specializing in Medieval History, Ancient History, and Art History. He earned his doctorate from the University of Regensburg in 2009 with the thesis 'Piety and Politics. Urban Elites in Görlitz between 1300 and 1550,' which was published as part of the Hallische Beiträge zur Geschichte des Mittelalters und der Frühen Neuzeit series. Prior to his current position, he held research appointments at the Max Planck Institute for History Göttingen, the Herzog-August-Bibliothek Wolfenbüttel, and the Thuringian University and State Library Jena. His research interests center on urban documentary practices during the late Middle Ages and Early Modern Period, with particular expertise in city books (Stadtbücher), legal records, and administrative documentation. Speer has made significant contributions to the study of urban elites, religious practices, and the interplay between local governance and religious institutions in Central European cities, particularly Görlitz and other cities in Silesia and Upper Lusatia. His work often bridges the gap between textual scholarship and social history, examining how documentary practices reflected and shaped urban society. Analysis of Speer's publications reveals a consistent focus on source criticism and historical editing, with particular attention to the Liber vetustissimus Gorlicensis (the oldest Görlitz city book) and related documentary traditions. His scholarship demonstrates methodological sophistication in handling medieval and early modern sources, with increasing attention to comparative urban history and the transregional connections between Central European cities. Recent work shows expansion into legal history and criminal justice systems of pre-modern urban communities. Chairman of the Association for the History of Silesia (www.vfgs.eu) Member of the Board of the Silesian Cultural Foundation (www.kulturwerk-schlesien.de) Member of the Historical Commission for Silesia (www.hiko-schlesien.de) Treasurer of the Carl Heinrich von Heineken Society Speer has collaborated on multiple exhibitions including 'Life and Work of Ludwig Eduard Nollau (1810-1869)' and '...so that nothing perishes. The manuscript collection of Georg Rörer (1492-1557) as a treasure of the Reformation.' His research has been supported by the German Research Foundation (DFG) through multiple long-term projects focused on historical source materials. He has also contributed to the third Saxon State Exhibition 'Via Regia' in Görlitz, responsible for church history, Reformation, and science history content. As Scientific Coordinator of the 'Index Librorum Civitatum' project, Speer oversees a major international effort to catalog and analyze city books from across Europe, creating a fundamental research tool for historians of urban development. His work connects with broader scholarly initiatives in digital humanities through the online cataloging of historical manuscripts.

• Epigraphic examination of medieval Hungarian inscriptions
• Latin-language sources from medieval and early modern Hungary
• Medieval Hungarian history
• +۵ مورد دیگر

Zoltán Varady is a Professor in the Department of Medieval Studies at the Faculty of Humanities and Social Sciences of Gáspár Károli Reformed University. He previously served as a college professor at PTE Gyula Illyés Faculty in Szekszárd and as a postdoctoral fellow at ELTE BTK in Budapest. His academic career spans several decades with significant contributions to Hungarian medieval history and epigraphy. Varady earned his MA in History and Linguistics from ELTE BTK in 1982, followed by a university doctor (dr. univ.) qualification in 1994, and completed his doctoral studies at the Hungarian Academy of Sciences in 1996 with a dissertation on epigraphic examination of medieval stone inscriptions in Transdanubia. His research focuses on epigraphic examination of medieval Hungarian inscriptions, Latin-language sources from medieval and early modern Hungary, medieval Hungarian history, and auxiliary historical sciences. He has extensive knowledge of basic archaeology and archival practices. His publications and research output demonstrates a consistent focus on medieval epigraphy, particularly stone inscriptions in the Transdanubian region. His work spans from Romanesque and early Gothic inscriptions through Renaissance capitalis typefaces to inscriptions from the era of King Matthias. His research methodology combines careful epigraphic analysis with historical contextualization, revealing insights about medieval society, royal patronage, and linguistic evolution. His recent publications continue to advance the field of Hungarian medieval epigraphy with sophisticated dating methods and interpretation techniques. Rector's Commendation from University of Pécs (2005) Certificate of Recognition from Board of Trustees of the János Bolyai Research Scholarship of the Hungarian Academy of Sciences (2006) Honorary University Professor title from Pécsi Tudományegyetem Szenátusa (2013) Varady has also served in significant administrative roles including Deputy Director General of General and Educational Affairs at PTE IGYK (1998-2003, 2006-2007), Head of Department at University of PTE IGYK (1997-2002, 2007-2009), and Chairman of the Scientific and R&D Committee of the University of Pécs (2005-2006). He is a member of the Hungarian Academy of Sciences' Public Body and serves as Vice President of the South-Transdanubian Group of the Hungarian Historical Society. His language skills include Latin (superlative), Esperanto (superlative), and English (intermediate). He has organized numerous conferences, particularly the Tolna County Archival Days series, and has participated in important research projects including the Central European Medieval Epigraphy Team since 2008.

Nigel John Muskمشاهده پروفایل

استادیار

• Language learning
• Multilingualism
• Linguistic practices
• +۷ مورد دیگر

Nigel John Musk is an Assistant Professor at Linköping University, working within the Department of Culture and Society and specifically in the Department for Language, Culture and Interaction. His academic work focuses on language education, multilingualism, and linguistic practices in social contexts. His research examines how individuals learn languages and use them in social contexts, considering how language intertwines with other resources such as movement, gaze, and object use. He approaches these topics through conversation and interaction analysis, with particular focus on educational contexts. Musk leads the research project "Revisions in digital collaborative writing," funded by the Swedish Research Council's Education Science Committee (2018-2020), which examines how upper secondary school students revise texts when writing collaboratively in English using digital tools. His research contributes to the field by conducting basic research on collaborative writing, developing refined methods to understand writing processes, and providing pedagogical recommendations. His publications from 2021-2024 focus on translation tools in language learning, collaborative writing strategies, and conversation analysis methodologies, appearing in journals like Linguistics and Education and Classroom Discourse. Musk has previously participated in the LINT research project (2008-2012) on learning and memory, and his doctoral thesis focused on bilingualism among young people in Welsh bilingual education settings. He teaches courses on interaction in language classrooms, varieties of English worldwide, and English language history. He has course responsibility for English 3 and the English Master's Year, and coordinates degree theses in English. He is affiliated with research environments including the Conversation and Interaction Seminar and the Language and Culture research environment.

Jessica Powellمشاهده پروفایل

مدرس ارشد

• Adult Nursing
• Cardiology
• Acute and Critical Care Nursing
• +۷ مورد دیگر

Jessica Powell is a Senior Lecturer in Adult Nursing at the University of York 's Department of Health Sciences. A registered nurse since 1999, she specializes in cardiology, acute care, simulation-based education, and curriculum development. Education: DipHE in Adult Nursing (University of Leeds, 1999) BSc (Hons) in Health Care Practice (University of York, 2007) Postgraduate Certificate in Academic Practice MEd in Clinical Education (2021) Her research focuses on simulation pedagogy and curriculum innovation, particularly in interdisciplinary contexts with paramedics and pre-hospital care professionals. She has pioneered high-fidelity simulation applications in nursing education and chemical safety training. Scientific Awards: University of York Supervisor of the Year (2017) Fellow of the Higher Education Academy Jessica led the Adult Nursing field (2009–2017) and served as Programme Leader for BSc and Masters in Nursing (2017–2022). She coordinates basic life support training and first aid programs, while actively participating in national nursing education steering groups (NMC, RCN, RCUK).

Jason Braaschمشاهده پروفایل

دانشیار

• Critical Thinking
• Reading Comprehension
• Source Evaluation
• +۵ مورد دیگر

Jason Braasch serves as an Associate Professor in the Department of Learning Sciences at Georgia State University's College of Education and Human Development. He maintains an active affiliation with the university's Adult Literacy Research Center, contributing to interdisciplinary initiatives focused on literacy development. His academic preparation includes: Ph.D. in Psychology, University of Illinois at Chicago (2009) M.A. in Psychology, University of Illinois at Chicago (2006) B.A. in Psychology, University of Wisconsin-Milwaukee (2001) Dr. Braasch's research program centers on critical thinking processes during internet-based reading, with particular emphasis on source evaluation mechanisms and individual differences in learning. His work investigates how readers assess content credibility, navigate conflicting information, and develop strategies for discerning trustworthy sources. This research has direct implications for educational interventions aimed at improving digital literacy across diverse learner populations. Analysis of his recent publications (2021-2025) reveals consistent focus on multiple source comprehension, particularly regarding health-related controversies (e.g., vaccination debates), belief-driven processing biases, and contextual factors affecting conflict detection. His scholarship demonstrates increasing integration of epistemic cognition frameworks with practical classroom applications, showing how intellectual humility and mindset theories influence information processing. Dr. Braasch has secured external research funding from prominent organizations including the Spencer Foundation and Facebook, supporting his investigations into internet literacy and critical reading development. As an active researcher within the Adult Literacy Research Center, he contributes to advancing evidence-based practices for literacy instruction while mentoring graduate students in learning sciences methodology and research design.