جستجوی استاد راهنمای دانشگاهی

برای مسیر پژوهشی‌تان، استاد راهنما، استاد دانشگاه و پژوهشگر مناسب را پیدا کنید و با آن‌ها ارتباط بگیرید.

نمایش ۷۲۱-۷۳۵ از ۳۲٬۲۸۱ استاد راهنما

اطلاعات پروفایل‌ها از صفحات عمومی دانشگاه‌ها گرفته شده و ممکن است به‌روز نباشد.

Laurier Turgeonمشاهده پروفایل

استاد

University of QuebecCanada

Laurier Turgeon is Professor of Ethnology and History and holds the Canada Research Chair in Ethnological Heritage at Université Laval, Quebec, Canada. He is a leading scholar in cultural and intangible heritage, with extensive international collaborations, including visiting positions at Harvard University and the MIT Media Lab. He directs the Laboratory for Ethnological and Multimedia Inquiry (LEEM) and has held leadership roles at the Institute of Cultural Heritage (2005–2012) and the interuniversity research center CELAT (1994–2000). Canada Research Chair in Ethnological Heritage Professor, Department of Ethnology and History, Université Laval Director, Laboratory for Ethnological and Multimedia Inquiry (LEEM) Editor-in-Chief, Ethnologies journal Co-director, Encyclopedia of the Cultural Heritage of French America His research focuses on the socio-political dimensions of cultural heritage, including transmedia narratives, food heritage, digital documentation, and the role of communities in heritage practices. He has pioneered innovative digital inventories of intangible heritage in partnership with Quebec’s Ministry of Culture and has led public exhibitions such as Manger Ensemble on Quebec’s food heritage. His work bridges academic research, public engagement, and policy development. The analysis of his recent articles reveals a strong thematic focus on critical heritage studies, with attention to borders, rights, ownership, and the political uses of heritage. His publications explore the tensions between formal heritage regimes and informal cultural practices, the role of art and media in heritage appropriation, and the spatial and territorial dimensions of cultural meaning-making. There is a consistent interdisciplinary approach, integrating anthropology, geography, law, and political theory. His scientific recognition includes: The Summit International Award for Creative Media—Visionnary Award (2014) Prix de l’Office de la langue française du Québec—Solutions mobiles (2014) Prix Marius Barbeau (2016) Laurier Turgeon actively mentors emerging scholars and collaborates with interdisciplinary teams. He has secured major grants for digital heritage projects and leads the development of mobile applications and online encyclopedias to democratize access to cultural knowledge. His future work continues to emphasize community-based heritage, digital innovation, and the global challenges of heritage preservation in a rapidly changing world. He leads the Laboratory for Ethnological and Multimedia Inquiry (LEEM), which specializes in multimedia documentation of intangible heritage, digital archiving, and public dissemination of research through exhibitions, mobile apps, and online platforms. The lab fosters collaboration between researchers, communities, and cultural institutions.

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Grace Khei Mie Wongمشاهده پروفایل

مدرس ارشد

National University of SingaporeSingapore

Grace K.M. Wong is a Senior Lecturer at the NUS Business School, National University of Singapore (NUS), specializing in Real Estate. She holds a B.Sc. (Estate Management) (Honours) and an M.Sc. (Property & Maintenance Management) from NUS, alongside an MPhil and PhD in Housing Economics from the University of Cambridge, UK. Educated at NUS and University of Cambridge Teaching since 1989 Specializes in housing economics and urban policy Advocates student-centric pedagogy Dr. Wong's research spans housing markets, economics and policies; elderly housing; property management; and quality of life issues. Her pedagogical approach emphasizes active learning , scenario thinking , and metacognitive development . She has contributed to journals like Urban Design International and Journal of Cleaner Production , focusing on sustainable housing solutions and SME energy adoption. Notable scientific awards include multiple NUS Annual Teaching Excellence Awards and recognition from the Centre for Development of Teaching and Learning. She served as Vice-Chair of the NUS Teaching Academy Executive Council (2020-2022) and was a Fellow (2014-2023). Her teaching philosophy prioritizes lifelong learning and adapting to diverse student modalities (visual, auditory, kinesthetic).

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Andrew D. Eatonمشاهده پروفایل

استادیار

University of TorontoCanada

Dr. Andrew D. Eaton is an Assistant Professor at the University of Regina’s Faculty of Social Work (Saskatoon Campus) and holds a Status-Only Assistant Professorship at the Factor-Inwentash Faculty of Social Work, University of Toronto. He earned his PhD and MSW from the University of Toronto and his BSW from Toronto Metropolitan University. His research focuses on HIV/AIDS, mental health crises, aging populations, sexual health, and harm reduction, with a commitment to community-based participatory research. Eaton’s work addresses complex comorbidities affecting marginalized groups, particularly sexual and gender minorities. He leads projects such as the '3 Infections, 1 Fight Study' using geospatial tools to reduce harm from injection drug use, and the 'ReportNeedles.ca' initiative to map needle disposal hotspots. His studies also explore cognitive remediation therapies for aging HIV-positive populations and crisis mental health response models. He holds grants from CIHR, SSHRC, CTN, and OHTN. His publications emphasize innovative interventions, including cognitive training programs, civilian-led crisis response systems, and global comparative studies on sexual identities. Eaton’s lab (eaton-lab.com) fosters collaboration between academics, practitioners, and communities to translate research into actionable health policies and practices.

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Michele Cagolمشاهده پروفایل

استاد

Free University of Bozen-BolzanoItaly

Michele Cagol is a Professor at the Free University of Bozen-Bolzano , Faculty of Educational Sciences. Their work bridges pedagogy, emotional education, and ecological sustainability, with a focus on relational learning frameworks and multisensory educational practices. Research Themes : Emotional education, educational ecology, sustainability pedagogy, media and communication education, teacher training. Projects : Lead participant in the EU Interreg Alpine Space project FRACTAL , promoting green space awareness in the Alpine region. Recent publications emphasize radical relational pedagogy, ecological ethics, and the role of wonder in learning. Notable methodologies include intra-actionist music composition and microteaching for multilingual competencies. Teaching responsibilities span General Pedagogy , Social Education , and teacher training for primary/middle school contexts.

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Vijay Iyerمشاهده پروفایل

استاد

Harvard UniversityUnited States

Vijay Iyer is the Franklin D. and Florence Rosenblatt Professor of the Arts at Harvard University, holding a joint appointment in the Department of Music and the Department of African and African American Studies. His work bridges music studies, Black studies, and cognitive science, focusing on embodied music cognition and Afro-diasporic musical traditions. As a graduate advisor in Creative Practice and Critical Inquiry (CPCI), he mentors doctoral students at the intersection of artistic practice and academic research. PhD in Technology and the Arts (UC Berkeley, 1998) BA in Mathematics and Physics (Yale, 1992) A globally recognized composer-pianist, Iyer’s scholarship decenters Eurocentric paradigms in music cognition through case studies of West African and African-American musics. His creative outputs include 24 albums and commissions for ensembles like the Silk Road Ensemble and International Contemporary Ensemble. Current research explores speculative musicalities, digital culture, and the politics of spatial-temporal experience in Black music. Recent publications analyze microtiming in jazz, collaborative improvisation, and the ethical dimensions of musical practice. His accolades include a MacArthur Fellowship, Doris Duke Performing Artist Award, and multiple DownBeat Magazine Jazz Artist of the Year titles. At Harvard, he teaches courses like Black Speculative Musicalities and co-founded the CPCI doctoral program.

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Li Jizhenمشاهده پروفایل

استاد

Tsinghua UniversityChina

Li Jizhen serves as Professor in the Department of Innovation, Entrepreneurship and Strategy at Tsinghua University's School of Economics and Management, where he has held academic positions since 2002. He concurrently serves as Deputy Director of the Center for Technology Innovation Research and was an International Faculty Fellow at MIT Sloan School of Management in Spring 2006, demonstrating his international academic engagement. His educational foundation includes a 1997 Double Bachelor's Degree from Tsinghua University spanning Automotive Engineering and Economics and Management, followed by a 2002 PhD and Master of Management from the same institution. This dual technical-management background informs his interdisciplinary research approach. Professor Li's research centers on digital transformation, technological innovation systems, and science-technology policy with particular focus on China's innovation ecosystem. His work examines corporate innovation strategies, venture evaluation mechanisms, and the interplay between institutional frameworks and entrepreneurial activity. He investigates how firms leverage both internal capabilities and external networks to drive innovation in emerging economies. His publication record in premier journals including Administrative Science Quarterly , Management Science , and Strategic Management Journal reveals consistent focus on innovation dynamics, entrepreneurial finance, and China-specific institutional contexts. Recent work analyzes AI market positioning, fraud-innovation relationships, and international open innovation by latecomer firms, showing evolving research trajectories toward digital transformation and global innovation networks. As Deputy Director of Tsinghua's Center for Technology Innovation Research, Professor Li leads institutional initiatives bridging academic research with practical innovation policy development. His work informs national technology strategies while maintaining strong empirical grounding in Chinese firm-level data and institutional contexts.

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Jill M Castekمشاهده پروفایل

استاد

University of ArizonaUnited States

Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.

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Haley De Korneمشاهده پروفایل

استاد

University of OsloNorway

Haley De Korne is a Professor at the University of Oslo's Institute for Literature, Area Studies and European Languages within the Faculty of Humanities. Her academic work spans the intersections of linguistics, education, and anthropology, focusing on multilingual education contexts with particular attention to minoritized and indigenous languages. Dr. De Korne holds a PhD in Educational Linguistics from the University of Pennsylvania, an MA in Applied Linguistics from the University of Victoria, and a BA (Hons) in Combined Social Sciences from Durham University. Her academic journey reflects a strong foundation across multiple disciplines that inform her interdisciplinary approach to language research. PhD Educational Linguistics, University of Pennsylvania, USA MA Applied Linguistics, University of Victoria, Canada BA Hons Combined Social Sciences, Durham University, UK Her research interests focus on critical language awareness among teachers, social change imaginaries in multilingual regions, and pedagogies for language reclamation. She specializes in minoritized languages in education, multilingual education policy and pedagogy, language politics, indigenous language reclamation & revitalization, and language ideologies, with specific expertise in Isthmus Zapotec (Mexico) and Anishinaabemowin (US & Canada). Her methodological approach combines ethnography and interactional sociolinguistics within linguistic anthropology. Analysis of Dr. De Korne's recent publications reveals a consistent focus on language revitalization, particularly examining how educational contexts can support or hinder minoritized language maintenance. Her work increasingly addresses global North-South perspectives on language education, with attention to place-based pedagogy and critical language awareness. A significant thread throughout her research examines translanguaging practices and how they challenge traditional monolingual approaches to language education. Her scholarship demonstrates strong community engagement, particularly with Zapotec-speaking communities in Mexico. Dr. De Korne serves on the editorial board of Multilingua - Journal of Cross-cultural and Interlanguage Communication (2023-2025) and is an active member of the Norwegian Academy for Young Researchers (2021-2025). She also chairs the American Association of Applied Linguistics Committee for Online Education and Outreach Webinar subcommittee. Member, Norwegian Academy for Young Researchers (2021-2025) Editorial board member, Multilingua Journal (2023-2025) Chair, AAAL Committee for Online Education and Outreach (2023) Partner, Multilingualism in Transitions Research Project (2021-2025) Affiliated researcher, MultiNor Research Group At the University of Oslo, Dr. De Korne teaches courses including MULTI 4150 Project-based research in multilingualism, NOAS 4102 Additional language learning in socio-cognitive and sociocultural perspectives, and several linguistics courses on language acquisition, multilingualism, and research methods. She also leads PhD courses on communication in multilingual workplaces and revitalization of indigenous and minority languages. Her current research projects include FOSTERLANG (Indigenous language resilience), Language and culture maintenance in Wilamowice, and Linguistics and Sustainability.

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David Schrammمشاهده پروفایل

دانشیار

Utah State UniversityUnited States

David Schramm serves as Associate Professor and Family Life Extension Specialist in the Department of Human Development and Family Studies at Utah State University, integrating academic research with community-focused programming to strengthen family relationships across diverse populations. His educational foundation includes: PhD in Human Development and Family Studies, Auburn University (2007) MS in Family, Consumer, and Human Development, Utah State University (2003) BS in Marriage, Family, and Human Development, Brigham Young University (2001) Research centers on evidence-based relationship and parenting education, with recent expansion into personal flourishing and well-being frameworks. His work emphasizes practical application through resources promoting gratitude practices, positive interactions, and resilience-building in marital and family contexts, while addressing unique challenges in stepfamilies, divorce transitions, and incarcerated populations. Publication analysis reveals consistent focus on divorce education effectiveness, co-parenting interventions, and family enrichment activities. The "Hidden Gems" series demonstrates innovative translation of research into accessible home-based resources, while peer-reviewed articles examine systemic factors including socioeconomic context, racial disparities, and pandemic impacts on family dynamics. Notable recognition includes: Western Region Extension Excellence Award (2019) Provost Award for Creative Extension Programming (2012) Early Career Achievement Award (2010) Multiple team awards for diversity initiatives and marketing excellence He actively mentors graduate students in Human Development and Family Studies while leading high-impact extension programs including Divorce Education, Strong Parents Stable Children, and the Road to Happiness initiative. Current projects address relationship education for incarcerated women and culturally responsive outreach to African American communities, demonstrating commitment to bridging research-practice gaps.

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Lynette Pretoriusمشاهده پروفایل

مدرس

Monash UniversityAustralia

Dr Lynette Pretorius is a Lecturer at Monash University's School of Curriculum Teaching & Inclusive Education, where she has established herself as an award-winning educator and researcher. With extensive experience teaching across undergraduate, postgraduate, and graduate research levels, she supervises PhD students while weaving together interdisciplinary expertise to create inclusive and transformative learning environments. Her work spans multiple academic contexts while maintaining a consistent focus on compassionate, equitable education. Dr Pretorius's research centers on doctoral education, academic identity, student wellbeing, and AI literacy, with particular emphasis on creating more just and creative academic spaces. Drawing from autoethnography and qualitative methodologies, her work interlaces personal narratives with institutional systems to understand how lived experiences and academic structures shape one another. She champions pedagogies of care that prioritize wellbeing, justice, and student growth through reflexive, relational ethics and methodological transparency. Her recent publications reveal a growing focus on AI literacy in higher education, with multiple 2024-2025 works developing frameworks for responsible AI use, examining AI's decolonial potential, and exploring how generative AI transforms academic communication and research practices. Alongside this emerging AI focus, her longstanding work on doctoral education continues through writing groups, wellbeing research, and investigations into academic identity formation. Dr Pretorius has received significant recognition for her contributions, including: Dean's Award for Teaching Excellence (2022) Global Impact Grant (Student Success) (2022) Senior Fellow, Higher Education Academy (2021) Dean's Citation for Outstanding Contribution to Student Learning (2019) Dean's Award for Programs that Enhance Learning (2019) Her research leadership extends to multiple funded projects including 'Behind the Academic Curtain: Doctoral Students and the Hidden Rules of Academia' (2025-2026) and 'Learning about Academic Publishing through Collaborative Online International Learning' (2024-2025). She actively supervises doctoral students and has developed innovative approaches to research and teaching, particularly through her work on doctoral writing groups as transformative spaces. Dr Pretorius maintains a strong public scholarly presence through her Scholar's Way Blog, University Study Made Easy YouTube Channel, and the AI Literacy Lab. These platforms extend her research impact beyond traditional academic boundaries, reaching broader educational communities and providing practical resources for students and educators navigating contemporary academic challenges.

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Michael Hendersonمشاهده پروفایل

مدرس

Monash UniversityAustralia

Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.

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Caitlin Nunnمشاهده پروفایل

دانشیار

Manchester Metropolitan UniversityUnited Kingdom

Dr. Caitlin Nunn serves as Reader in Migration and Youth Studies at Manchester Metropolitan University, where she leads research at the intersection of refugee studies and youth studies with emphasis on refugee-background young people's lived experiences. Her work is anchored in the Manchester Centre for Youth Studies (MCYS) and involves significant collaboration with institutions including Manchester Museum and UKRI-funded initiatives. Her educational background demonstrates interdisciplinary training: PhD in Australian Studies (2013), University of Melbourne MA Preliminary (Honours equivalent) in Development Studies (2005), La Trobe University Graduate Diploma in Development Studies (2004), La Trobe University Bachelor of Dramatic Arts in Theatre Production (2000), Victorian College of the Arts, University of Melbourne Professional qualifications include Associate Fellowship of the Higher Education Academy, Certificate II in Applied Language (Vietnamese), and CELTA certification. Nunn's research program critically examines refugee youth resettlement through innovative participatory and arts-based methodologies. Key thematic strands include: Rural and regional refugee resettlement dynamics Environmental dimensions of migration and belonging Transnational generational relations among refugee families Decolonizing research approaches with displaced communities Creative interventions for refugee wellbeing Her work consistently centers youth agency while challenging conventional integration paradigms. Analysis of her 15 most recent publications reveals evolving methodological sophistication with increasing emphasis on environmental migration, cross-disciplinary collaboration (particularly with ecological sciences), and co-produced knowledge generation. The research demonstrates consistent focus on rural resettlement contexts and creative methodological innovations while expanding into digital engagement (e.g., AI/data co-production projects). Current research leadership includes: NERC Future of UK Treescapes Grant (£2m, 2021-2024): 'Voices of the future' exploring children's relationships with treescapes UKRI Citizen Science Collaboration (£343k, 2021-2023): 'Ancient History, Contemporary Belonging' with refugee-background youth EPSRC Public Engagement Scheme (£197k, 2022-2025): 'PEAs in Pods' for AI/data research co-production She actively supervises doctoral research including Nobila Bano's work on intergenerational knowledge transfer and Ahmad Al Shahma's research on equitable ESOL policies. Nunn maintains significant professional engagement as Member of the Editorial Board for Qualitative Research , Member of the AHRC Peer Review College, and Member of the UKRI Interdisciplinary Assessment College, demonstrating her disciplinary leadership beyond direct research outputs.

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Alison Croasdaleمشاهده پروفایل

مدرس

University College LondonUnited Kingdom

Dr. Alison Croasdale serves as a Lecturer in Digital Media: Education at University College London's Institute of Education, specifically within the Culture, Communication & Media department and based at the UCL Knowledge Lab. She teaches across both undergraduate and postgraduate programs, focusing on the intersection of digital media and educational practice. Dr. Croasdale holds an undergraduate degree in English Literature with specialization in Gothic literature, followed by two Master's degrees: Critical Theory from Manchester Metropolitan University (2008) and Digital Media, Culture and Communication from UCL's Institute of Education (2016). Prior to her academic career, she spent ten years as a secondary school middle leader and teacher of English and Media in East London, providing valuable practical experience that informs her research and teaching. Her research interests focus on the intersection of digital media and English teaching methodologies, particularly examining how digital approaches can enhance student engagement with challenging literary texts. She explores the evolution of teaching practices through a postdigital lens and investigates non-professional videogame design as both a creative process and analytical tool for education. Her work bridges traditional literary studies with contemporary digital practices, with particular attention to how game design principles can illuminate classic texts like Shakespeare's Macbeth. Dr. Croasdale has presented numerous conference papers on innovative teaching approaches, including 'Creating and Recreating Game Time' at the University of Exeter (2023), 'Full of sound and fury: Teaching Macbeth through Game Design' for BritGrad (2022), and 'GCSEs to Undergraduate: Managing Student Transition' at the University of Keele (2019). Her recent publications examine postdigital videogame literacies and the application of game design principles to educational contexts. As an educator, she serves as module leader for 'Moving Image Production' (postgraduate) and 'Media Education in Schools' (undergraduate), while also contributing to 'Digital Media: Enquiry' and 'Creativity: from Theory to Practice in English, Media and Drama.' She supervises dissertations and reports on the MA Digital Media: Education program, guiding students in exploring the creative and analytical potentials of digital media in educational contexts.

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Harry Dennyمشاهده پروفایل

استاد

Purdue UniversityUnited States

Harry Denny serves as Professor and Director of the Writing Lab at Purdue University's Department of English, overseeing both physical consultations and the globally accessed Online Writing Lab (OWL). His leadership shapes institutional writing pedagogy through critical engagement with identity politics and social justice frameworks. His educational foundation includes a BA in American Studies from the University of Iowa, an MA in Sociology from the University of Colorado, and a PhD in Rhetoric and Communication from Temple University. This interdisciplinary background informs his critique of power structures within academic spaces. Denny's research pioneers intersections between Writing Center Studies, Queer Theory, and Social Justice, examining how gender, sexuality, and HIV/AIDS politics manifest in writing pedagogy. He maps sociocultural dynamics in one-to-one mentoring through monographs like Facing the Center while challenging heteronormative assumptions in educational spaces. His work consistently centers marginalized voices, particularly through analyses of media representations and identity disclosure in writing centers. Recent publications reveal intensified focus on decolonial approaches and translanguaging in international writing center collaborations (Colombia/USA), alongside queer possibilities in everyday mentoring practices. This trajectory extends his lifelong commitment to dismantling oppressive structures through writing center praxis, emphasizing anti-racist programming and professional labor conditions. As Writing Lab Director, Denny cultivates Purdue's writing support ecosystem where theoretical rigor meets practical application. His team operationalizes critical frameworks through tutor training, OWL content development, and community partnerships that transform writing centers into sites of social change.

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Erik Bornمشاهده پروفایل

استادیار

Cornell UniversityUnited States

Erik Born is an Assistant Professor in the Department of German Studies at Cornell University's College of Arts and Sciences, with active affiliations in Media Studies, Medieval Studies, Performing and Media Arts, and Visual Studies programs. His academic credentials include: PhD in German Studies and Medieval Studies (with Designated Emphasis in Film & Media Studies) from the University of California, Berkeley BA in Fundamentals: Issues & Texts from the University of Chicago Born's research centers on transhistorical connections across literary, media, and cultural studies, critically examining relations between 'old media' and 'new media' from manuscripts to digital networks. His work spans medieval media theory, early German science fiction, cinema history, and speculative media philosophy, evidenced by current book project 'Wireless Futures, 1900/2000/2100' reinterpreting historical precursors to mobile connectivity and upcoming research on 'Premodern Cultural Techniques' analyzing premodern reading/writing practices. Publication analysis reveals consistent interdisciplinary methodology bridging German Studies, Medieval Studies, and Film & Media Studies through media archaeology and cultural techniques frameworks. His scholarship demonstrates chronological range from medieval manuscript culture to digital networks while maintaining focus on German-language contexts and transhistorical media continuity. As an engaged member of Cornell's interdisciplinary academic ecosystem, Born contributes to multiple programs fostering innovative cross-disciplinary research in media and cultural studies.

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