Louise Willis is an active academic researcher specializing in English Literature and Literary Theory. Her work spans gender studies, comparative literature, and cultural studies, with a focus on creativity, material culture, and psychoanalytic approaches to texts. Her recent research includes: 2023 Article : Analyzing imagination and creativity in the Brontes' miniature books through the lens of childhood literature and manuscript studies. 2020 Chapter : Exploring garden symbolism in Charlotte Brontë's works, linking feminist perspectives with eco-critical frameworks. 2017 Article : Investigating homoerotic themes and narcissism in Gide’s and Mann’s works using Freudian theory and queer criticism. Her scholarly fingerprint highlights interdisciplinary engagement with topics such as miniature books, moral sensibility, and gendered ecologies, often intersecting with broader European literary traditions.
Liisa Ilomäki holds a docent position in Education and Technology at the University of Helsinki's Faculty of Educational Sciences, where she is affiliated with the Technology in Education Research Group. She serves as a supervisor for the Doctoral Programme in School, Education, Society, and Culture. With a career spanning since 1998, Ilomäki has established herself as a leading researcher in the integration of digital technologies in educational settings across Finland and internationally. Ilomäki earned her EdD and defended her doctoral thesis in 2008 titled The effects of ICT in schools: Teachers' and students' perspectives . Her research focuses on learning and teaching with digital technology, examining innovations and changes within school and teaching communities, and promoting knowledge work competencies in education. Since 2012, she has collaborated with an informal research team investigating the development of knowledge work competencies and related pedagogical practices in secondary and higher education. Her work spans digital competence development, school improvement through technology integration, and critical digital literacies in compulsory education settings. Analysis of Ilomäki's recent publications reveals a strong emphasis on practical applications of educational technology. Her work addresses mentoring models for schools implementing digital technologies, critical digital literacies in compulsory education, and the development of digital competence among educators. The research demonstrates a consistent focus on how digital tools transform teaching practices, student engagement, and learning outcomes across various educational contexts. Throughout her career, Ilomäki has been actively involved in advising graduate students, serving as supervisor or co-supervisor for doctoral theses and mentoring Master's level research. She has participated in numerous research projects, including EU-funded initiatives like iHub4Schools and DETECT, which focus on accelerating digital innovation in schools and developing teachers' critical digital literacies. Her project leadership includes roles as Principal Investigator and Project Manager on multiple significant educational technology initiatives. Ilomäki is a key member of the Technology in Education Research Group at the University of Helsinki and collaborates with an informal research team focused on knowledge work competencies. Her work extends to international collaborations, particularly through European projects that address digital innovation in educational settings across multiple countries. She has also been an expert member of Finnish national boards concerning digital technology and a board member and evaluator of European projects.
Kathleen MacKay is an Adjunct Assistant Professor in the Humanities and Sciences, where she teaches a range of literature and creative writing courses. Her instructional focus includes narrative forms such as short fiction, fairy tales, witchcraft in literature, and vampire motifs in cultural storytelling. Her teaching portfolio includes HNAR-301-01: Short Story, HNAR-329-01: The Vampire, HNAR-328-01: Witch Lit, multiple sections of HNAR-327-01 and HNAR-327-02: Writing and Reading Fairytales, and HWRI-102-02: Writing Studio. These courses reflect a strong engagement with imaginative and speculative genres in literary studies. Her research interests span Gothic literature, fantasy, myth and folklore, and narrative theory, particularly as expressed through non-realist genres. The thematic consistency across her courses indicates a scholarly focus on the cultural and psychological dimensions of supernatural and folkloric motifs in storytelling. No publications, awards, or research grants are listed in the provided text. There is also no mention of student advising or leadership in research labs or academic teams.
Ben Smith is a Senior Lecturer in Creative Writing at the University of Exeter, Department of English and Creative Writing. As a novelist and poet, his research specializes in environmental and speculative literature, focusing on climate change, future landscapes, and the Anthropocene. He holds an AHRC fellowship for A History of Storms: New Approaches to Climate Fiction and Climate Literacy , collaborating with the UK Met Office to advance climate literacy strategies. Research Interests: Smith integrates interdisciplinary approaches from environmental humanities, geography, and science. Key areas include: Climate fiction and ecopoetry Representations of the Anthropocene Materiality in global environmental systems New Nature Writing and speculative world-building Awards: Guardian Book of the Year (2019) for debut novel Doggerland Professional Activities: He supervises PhD candidates in environmental literature/speculative fiction, serves on the Royal Society's UK Future Earth Network, and contributes to interdisciplinary projects with artists, scientists, and filmmakers.
Melissa F. Zeiger is an Associate Professor of English at Dartmouth College , specializing in Modern and Contemporary Poetry , Ecocriticism , and Feminist Theory . Her work intersects with themes of Illness Narratives , Immigrant Writing , and Cultural Memory . Education: PhD and MA in English from Cornell University, BA from Swarthmore College Her research explores the Poetics of Survival through interdisciplinary lenses, including Environmental Humanities and Medical Humanities . Recent publications focus on: Ecological resilience in digital poetry ( 2019 ) Feminist interpretations of Elizabeth Bishop's work ( 2019 ) Breast cancer representation in romance novels ( 2019 ) Contact: Melissa.F.Zeiger@dartmouth.edu
Eli Anne Eiesland is an Associate Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). Her work bridges linguistic research and classroom practice, with a strong focus on grammar instruction, language didactics, and the evolution of Norwegian in educational materials. Her research interests include language didactics , grammar pedagogy , linguistic change in textbooks , second language acquisition , and exploratory approaches to language teaching . She investigates how grammar is taught in schools, how language evolves in educational contexts, and how students and teachers engage with language as a system. Her recent work explores the impact of digital tools and AI on language learning and writing motivation. The trends in her publications show a consistent focus on contextualized grammar teaching , teacher reflection , and language change in educational materials . Her interdisciplinary approach combines corpus linguistics, pedagogical theory, and classroom-based research. She frequently collaborates with colleagues such as Urd Vindenes and Signe Laake, contributing to both Norwegian and international scholarly discourse. Scientific contributions and dissemination: Over 11 scientific publications, including articles in Journal of Child Language , Nordic Journal of Linguistics , and Pedagogical Linguistics 2 textbooks, including Utforskende arbeid med grammatikk i skolen (2022) 1 research report on Norwegian noun-noun compounds (2016) 73 dissemination works, including public lectures, conference presentations, and media contributions Eiesland actively contributes to teacher education and curriculum development. She has been involved in projects integrating linguistics into teacher training and analyzing language change in national curricula. Her work supports both pre-service and in-service teachers in developing deeper metalinguistic awareness and innovative teaching strategies. She has presented at national and international conferences, including the International Conference on Construction Grammar and the NordAnd conference. She is a key member of the Text and Disciplinary Didactics research group at OsloMet, where she collaborates on projects related to language learning, grammar instruction, and textbook analysis. Her work emphasizes practical applications of linguistic research in educational settings, aiming to enhance both teaching quality and student engagement with language.
Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.
Matthew Guinn is a Professor of Creative Writing and English Department Chair at Belhaven University , where he has been teaching since 2017. His expertise spans Southern Literature, Creative Writing, and Religion and Literature. Education : B.A. from University of Georgia, M.A. from University of Mississippi, Ph.D. in American Literature with a Southern Literature minor from University of South Carolina. Dr. Guinn's research focuses on Southern literary traditions, contemporary fiction, and intersections between religion and narrative. His publications include two novels ( The Scribe and The Resurrectionist ) and a critical work analyzing Southern modernism. He also moderates panels at the Mississippi Book Festival and contributes to literary discourse through reviews in the Clarion-Ledger . Teaching initiatives include Prose Workshops , Advanced Fiction Courses , and a Capstone Thesis Sequence . His creative nonfiction has appeared in The Bitter Southerner , and he is currently working on a memoir titled Real Country .
Marta-Laura Haynes is a tenure track Assistant Professor in the Department of Anthropology at John Jay College of Criminal Justice, City University of New York, where she also serves as the Major Coordinator for the Deviance, Crime, and Culture Program. Her academic journey includes a Ph.D. in Cultural Anthropology from the University of Wisconsin-Madison (2018), an M.Phil. in Latin American Studies from the University of Oxford (2011), and a B.A. in Philosophy and Culture from the University of Witten/Herdecke, Germany (2009). Dr. Haynes specializes in cultural anthropology with a focus on policing, urban violence, race, gender, inequality, and social justice. Her research particularly examines 'democratic' or 'innovative' policing projects in the Global South, with extensive ethnographic work conducted in Brazil. She is the author of the forthcoming book 'Untrusting: In Pursuit of Democratic Policing in Brazil' (Columbia University Press), which explores the complex relationship between trust, policing, and social hierarchies in contexts of violence and inequality. Her recent scholarly work examines the racialized and gendered dimensions of trust in policing contexts, with publications appearing in journals such as Feminist Anthropology , City & Society , and The Journal of Latin American and Caribbean Anthropology . Dr. Haynes' research demonstrates how trust operates as a contested concept deeply entangled with local hierarchies of race, gender, and class in Brazilian policing contexts, revealing trust as an active process performed, negotiated, and contested rather than a universal ideal. Dr. Haynes has received several prestigious awards including: CUNY Faculty Fellowship Publication Program (2020) Andrew W. Mellon Public Humanities Fellowship (2017) SSRC Drugs, Security, and Democracy Fellowship (2014) Scott-Kloeck Jenson International Internship Award (2014) Tinker & Nave Research Award (2013) She maintains active involvement with professional organizations including the Latin American Studies Association (LASA), Brazilian Studies Association (BRASA), and American Anthropological Association (AAA). Dr. Haynes teaches courses including Ethnography of Youth & Justice, Culture & Crime, and Ethnographic Research Methods. Fluent in Brazilian Portuguese, Polish, German, and English, she brings a multilingual and multicultural perspective to her research on Brazilian policing and social justice issues.
Suja Sawafta serves as an Assistant Professor in the Department of Modern Languages & Literatures within the College of Arts and Sciences at the University of Miami. Her academic profile demonstrates a strong specialization in Middle Eastern literary traditions with particular emphasis on Palestinian cultural production and revolutionary expression. Professor Sawafta's research interests encompass multiple interconnected domains: Palestinian literature and cultural identity formation Arabic poetry as political resistance Mediterranean studies from Palestinian perspectives Revolutionary cinema and political film theory Postcolonial literary analysis Arab Spring literary expressions Spatial politics and restricted movement in Palestine Her scholarly output reveals a consistent thematic focus on how literary and cinematic works respond to political upheaval and spatial constraints. Sawafta's publications demonstrate particular interest in examining Palestinian connections to the Mediterranean Sea, revolutionary film as political expression, and the intersections between personal memory and collective political experience. She approaches these topics through both academic analysis and creative writing, bridging scholarly critique with poetic expression. Professor Sawafta's recent publications include poetry collections, scholarly articles in film and literary journals, essays on Palestinian spatial politics, and critical reviews of works related to North African revolutionary literature. Her work appears in venues ranging from academic journals like Senses of Cinema and Modernism/Modernity Print Plus to literary publications and public intellectual forums such as The Baffler. Her ORCiD registration (0000-0002-8783-8521) confirms her scholarly identity and publication record. While specific educational background details aren't provided in the available text, her publication history indicates deep engagement with Middle Eastern literary traditions and political contexts.
Meral Shehabi serves as an Associate Professor at the Faculty of Languages, Cultures and Communication, South East European University (SEEU) in Tetovo, Macedonia. Appointed full-time in September 2003, she teaches Albanian language courses for multiple academic levels, Academic Writing, Romanticism in Albanian poetry, Modern Literature, Literary text analysis, and Balkan dimensions of Albanian folklore. Education: Doctor of Philological Sciences (2009-2017) from Ss. Cyril and Methodius University, Skopje, specializing in Albanian Literature with dissertation "Aspekte te intertekstualitetit në pitarasin e Rilindes naksionale" Magister i šešinave filologije (2004-2009) from Ss. Cyril and Methodius University, Skopje, thesis "Dialogu letrar i Naim Frashërit me letersína ojentale" Profesor i gjuhes dhe letersise shqipe (1999-2003) from Ss. Cyril and Methodius University, Skopje Research Focus: Her scholarship centers on intertextual relationships within Albanian literature, particularly examining biblical narratives, mythological frameworks, and folk traditions in National Renaissance works. She investigates textual dialogues between canonical authors like Naim Frashëri, Jeronim de Rada, and Ismail Kadare, while analyzing cultural transmission across Balkan literary traditions. Her recent publications demonstrate increasing engagement with Arbëresh diaspora literature and linguistic analysis of Albanian written usage. Publication Trends: Analysis of her 15 publications (2017-2025) reveals three dominant research trajectories: biblical intertextuality in Albanian drama (33%), National Renaissance literary analysis (40%), and linguistic studies of Albanian language (27%). Her work consistently applies intertextual theory to explore cultural identity formation, with growing emphasis on transnational literary connections since 2020. Professional Activities: Dr. Shehabi's teaching portfolio spans foundational language instruction to advanced literary analysis. While no formal advisees or research grants are documented in available records, her course development in Balkan folklore studies indicates program-building contributions. Her multilingual capabilities (Albanian native, Macedonian/Turkish C2, Serbian C1, English B2) facilitate cross-cultural academic work across the region.
Mingwei Song is the Mayling Soong Professor of Chinese Studies and Professor of Chinese at Wellesley College, with a Ph.D. from Columbia University and postdoctoral fellowships from Harvard and Princeton. His research spans modern Chinese literature , science fiction , posthuman theories , and Neo-Baroque aesthetics , focusing on how literary forms engage with technology, ethics, and cultural modernity. Education: B.A., Shandong University M.A., Fudan University Ph.D., Columbia University Research Themes include the posthuman in Sinophone fiction, contemporary science fiction as world literature, and the Bildungsroman in late Qing and Republican China. He pioneered studies on the "new wave" of Chinese science fiction since 2008, emphasizing authors like Liu Cixin and Han Song, and co-edited The Reincarnated Giant (2018) and Fear of Seeing (2023). Academic Impact is marked by grants from the An Wang Postdoctoral Fellowship , Chiang Ching-kuo Foundation , and Dilworth Fellowship . His edited volumes and translations have expanded global access to Chinese science fiction, while his poetic works (e.g., White Horse and Black Camel , 2022) reflect his dual identity as scholar-poet. Song also mentors doctoral students at Harvard and Uppsala, bridging academic and creative practices.
Helena de Bres is a Professor of Philosophy at Wellesley College, where she teaches courses in ethics, political philosophy, and philosophy of literature. She is affiliated with both the Philosophy Department and the Peace & Justice Studies program. Her academic work spans multiple areas of philosophical inquiry with a distinctive focus on both theoretical and practical dimensions of justice and meaning. Her educational background includes a B.A. from the University of Victoria and both M.A. and Ph.D. from the Massachusetts Institute of Technology. De Bres's research centers on two primary areas: philosophy of literature (particularly memoir and personal narrative) and global distributive justice. In philosophy of literature, she examines questions about the nature of memoir, the relationship between personal narration and meaning in life, and the ethics of self-representation. Her book Artful Truths (University of Chicago Press, 2021) provides a comprehensive discussion of philosophical questions about memoir. In political philosophy, she has developed a pluralistic approach to global distributive justice, arguing that principles of justice apply to multiple sites of transnational governance rather than to the global system as a whole. Her work challenges conventional frameworks in international ethics and offers nuanced analyses of justice in international trade, transnational governance, and cross-border political associations. Her publication record demonstrates consistent scholarly output across these interconnected domains. The articles reveal a distinctive intellectual trajectory moving from welfare consequentialist approaches to global justice toward more pluralistic frameworks that recognize the complexity of international relationships. Her work on memoir and personal narrative represents a parallel strand of inquiry that connects with her broader ethical concerns about how we understand ourselves and our place in the world. ACLS Burkhardt Fellowship for Recently Tenured Scholars (held at Stanford in 2019-20) De Bres has developed innovative teaching approaches, including a semester-long writing workshop called Philosophy in the First Person through Wellesley's Calderwood Program in Public Writing. She has also taught this material in a condensed format at the University of Vienna. Her teaching interests align with her research, focusing on ethics, political philosophy, and philosophy of literature. She has received recognition for her scholarly contributions through competitive fellowships and has built a substantial publication record in top philosophy journals. Her current projects include a book on personal philosophical writing that aims to make a case for more personally-inflected philosophical expression within the academic profession. This work bridges her interests in both the theory and practice of philosophy, connecting her scholarship on narrative with her commitment to public philosophy and creative writing.
Cash Nickerson is a Lecturer at Washington University School of Law (WashU Law), where he teaches Business Lawyering and Negotiation. He holds a JD, MBA, and JSD from WashU Law, where he served as a law review editor. His interdisciplinary approach integrates martial arts philosophy with modern negotiation practices. BA from Carleton College MBA, JD, and JSD (2025) from Washington University in St. Louis His research focuses on negotiation frameworks and workplace transformation , emphasizing human-centered approaches to economic and employment challenges. His publications span topics from aging workforce dynamics to martial arts-inspired negotiation strategies. Book trends include martial arts integration into business practices, third-age workforce utilization , and creative tension frameworks for negotiation. Awards include the 2014 Founders Day Distinguished Alumni Award and 2010 Global Philanthropy Award for the Harris Institute. Dallas-Fort Worth Regional Award (2009) Global Philanthropy Award (2010) School of Law Distinguished Alumni Award (2013) Founders Day Distinguished Alumni Award (2014) As founder of the David H. Nickerson Foundation, he supports prostate cancer research while maintaining active advisory roles in the Whitney R. Harris World Law Institute and WashU Law’s Board of Trustees.
Ana Maria Costa Lopes is a Professor at the Polytechnic Institute of Viseu's School of Education (Escola Superior de Educação de Viseu), where she has been serving as a Coordinating Professor since 2020. She holds leadership positions in the Foreign Languages Department and has previously served as Coordinator of the Foreign Languages Department, Vice-President of the Technical Scientific Council, and Secretary of the Scientific Council. Her educational background includes a PhD in Letters with specialization in American Studies from the University of Beira Interior (2009), a Master's in Anglo-Portuguese Studies from NOVA University Lisbon (1995), and a Bachelor's in Modern Languages and Literatures with a focus on English and German Studies from the University of Coimbra (1981). She is fluent in English (C2 level) and has basic proficiency in French, German, and Italian. Her research spans multiple areas within Humanities, with particular focus on American Studies, Native American subjectivity, identity, oral tradition, subjective space, colonial and post-colonial spaces, borders, geocriticism, heterotopia, translation, imagination/representation, space studies, finitude, and travel literature. Her work demonstrates strong interdisciplinary connections between literature, cultural studies, spatial theory, and language education. Her recent publications reveal a growing interest in the intersection of language education, digital technologies, and pedagogical innovation, with numerous studies on foreign language learning in higher education, multimodal creativity, and storytelling as pedagogical tools. She has also maintained her foundational research in American literature, particularly focusing on spatial representation and identity formation. Active participant in multiple research projects including HARVEST (2023-2024), APSASeG (2022-2024), and others focused on language education and pedagogical innovation Regular member of academic committees including scientific and organizational committees for conferences on language teaching and literary studies Active participant in recruitment and evaluation juries for academic positions Her academic leadership extends to supervising master's theses and participating in examination committees both in Portugal and internationally, including at the Federal University of Goiás in Brazil.
