Creativity in Language Learning Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

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

نمایش ۷۰۶-۷۲۰ از ۴٬۱۷۳ استاد راهنما

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

Kyle Diederichمشاهده پروفایل

استادیار

St. Norbert CollegeUnited States

Kyle Diederich is an Assistant Professor of Computer Science at St. Norbert College (SNC), where he also earned his B.A. in Mathematics. His research focuses on interactive technologies that support social and physical play for young children, emphasizing the '3Cs' framework: Create, Connect, and Communicate to Learn. He designs and evaluates systems that enhance collaborative, face-to-face activities while minimizing distractions to child development. Education: B.A. in Mathematics, St. Norbert College M.S. in Mathematics Education, University of Wisconsin-Oshkosh M.S. and Ph.D. in Computer Science, University of Iowa His work bridges human-computer interaction (HCI) and education, with a focus on technologies for children under five. Key themes include sociodramatic play, voice-based interfaces, and participatory design processes that involve children in shaping their own tools. Recent projects explore how voice agents and collaborative storytelling systems can foster social skills and creativity. Publications: Over 15 articles in venues like ACM Interaction Design and Children (IDC) and CHI, focusing on play-based design, voice interfaces for preschoolers, and technology’s role in early childhood socialization. Teaching: Courses include Software Engineering, Data Structures, Algorithms, and Computer Organization.

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Steven Alvarezمشاهده پروفایل

استادیار

St. John's UniversityUnited States

Steven Alvarez is an Assistant Professor of English at St. John's College of Liberal Arts and Sciences, St. John's University, where he coordinates the first-year writing program. He holds a PhD and MPhil from The Graduate Center of the City University of New York (2012, 2009) and a BA from the University of Arizona (2003). His research focuses on literacy studies, bilingual education, and the experiences of Mexican immigrant communities. He teaches courses in autobiographical writing, ethnographic methods, and 'taco literacy,' exploring Mexican immigrant foodways. His work emphasizes translanguaging practices and community-based literacy initiatives. Alvarez is the author of two academic books: Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (2017) and Community Literacies en Confianza (2017), as well as three poetry collections, including the award-winning The Codex Mojaodicus (2016). His research has been published in journals like Community Literacy Journal , Equity & Excellence in Education , and Language Arts . Alvarez’s work bridges creative writing and academic scholarship, often centering marginalized voices. He collaborates with bilingual communities in Kentucky and New York, advocating for culturally responsive pedagogies. His recent work examines translingual literacies, emergent bilingual learners, and the role of libraries in immigrant integration. Honors include the 2016 Fence Modern Poets Prize. He actively engages in public scholarship, such as his 'taco literacy' courses, which use food as a lens for cultural analysis.

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Nam Wook Kimمشاهده پروفایل

استادیار

Boston CollegeUnited States

Nam Wook Kim is an Assistant Professor of Computer Science at Boston College, specializing in Data Visualization and Human-Computer Interaction. His research focuses on making data accessible to broader audiences through innovative tools and accessibility-focused design. He holds a Ph.D. from Harvard University and has conducted research at Microsoft, Disney, and Adobe. His work bridges academic research with practical applications, emphasizing accessibility, AI-driven interfaces, and creative computing. Education: B.S. in Mathematics & Computer Science (Stony Brook University), M.S. (Stanford University), and Ph.D. (Harvard University). Research Interests: Data Visualization Accessibility, Human-Computer Interaction (HCI), Creative Computing, AI Integration in Visualization, and Design Methodologies. Awards: Recognized by ACM CHI, ACM UIST, Kantar Information is Beautiful Awards, and NSF grants. His research addresses gaps between visualization research and practice, advocating for inclusive design principles. Teaching: Courses include Human AI Interaction, Data Visualization, and Web Application Development. He actively collaborates with institutions like Washington University and Northeastern University. Lab & Teams: Leads the Data Within Reach research group, focusing on accessibility and user-centric visualization tools. His work has generated over 100 publications, emphasizing empirical studies and practical tool development.

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Gabrielle Goldingمشاهده پروفایل

مدرس ارشد

The University of AdelaideAustralia

Dr Gabrielle Golding is a Senior Lecturer at the Adelaide Law School, University of Adelaide, and serves as Associate Dean of Law (Learning and Teaching). She specializes in employment and contract law, focusing on the intersection of legal norms and workplace realities. Her research has influenced Australian legislation, including amendments to the Fair Work Act, and been cited in federal court rulings. Golding holds a PhD in employment and contract law (awarded the Bonython Prize) and has held roles at Monash University, the Federal Court of Australia, and international law firm Minter Ellison. Affiliations: Adelaide Law School, Faculty of Arts, Business, Law and Economics Education: PhD (University of Adelaide), LLM (ANU), B.Laws (Honours) & B.A. (Politics) Research Interests: Implied contract terms, right to disconnect, procedural fairness in disciplinary processes, and statutory unconscionability. Her book Shaping Contracts for Work (Oxford UP, 2023) was shortlisted for the prestigious Peter Birks Prize. Golding engages widely with media (BBC, ABC, The Guardian) and advises organizations like the International Labour Organization and Australian unions. Awards include the Barbara Kidman Women's Fellowship (2022) and multiple teaching/research nominations. Grants: Over $100,000 in funding from Adelaide Law School, the Law Foundation of SA, and external bodies like the Solidarity Center. Teaching includes courses on contract law, employment law, and legal research. Lab/Team: Coordinates the South Australian Chapter of the Australian Labour Law Association and collaborates with global networks like the Labour Law Research Network.

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Maryam Alimardaniمشاهده پروفایل

دانشیار

Vrije University AmsterdamNetherlands

Dr. Maryam Alimardani is an Associate Professor at the Faculty of Science, Computer Science department, Vrije Universiteit Amsterdam, and a member of the Network Institute. Her research focuses on neurotechnology applications in human-computer interaction, including brain-computer interfaces (BCIs), virtual reality (VR), and robotics. She explores topics such as neurofeedback training for ADHD, workload prediction in flight simulations, and the psychological impact of human-agent interactions. Her work bridges cognitive neuroscience, robotics, and educational technology, with a particular emphasis on improving mental health interventions and learning outcomes through technology. Research interests include EEG analysis for cognitive state monitoring, gamification strategies in BCI training, and the uncanny valley effect in human-robot collaboration. She has contributed to studies on social robotics for stress management, virtual agent design, and the neurophysiological basis of trust in AI systems. Her recent publications address VR flight simulation neural patterns, the role of gender in motor imagery BCIs, and the ethical implications of passive vs. active BCIs. Collaborations span aviation neurophysiology, consumer neuroscience for sustainability, and pediatric language learning through robots. Alimardani teaches Human-Computer Interaction courses and leads projects on adaptive learning systems. Her work emphasizes translational research, applying neuroscientific insights to real-world applications in education, healthcare, and human-technology collaboration.

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Jennifer K. Allenمشاهده پروفایل

دانشیار

University of West GeorgiaUnited States

Jennifer K. Allen is Associate Professor in Literacy and Special Education at University of West Georgia's College of Education. Her research examines writing pedagogy, critical media literacy, and culturally responsive teaching. She holds B.S. and Ph.D. degrees from University of Georgia and M.Ed. from University of West Georgia. Allen's scholarship focuses on writing identity development, teacher self-efficacy, and literacy engagement strategies for multilingual learners. Her 15 most recent publications explore prosody instruction effects, media literacy education, and innovative writing approaches like writing marathons. Methodologically, her research employs mixed-methods designs examining classroom practices, teacher perceptions, and student outcomes. Recent collaborations investigate read-aloud frequency variations and digital storytelling for countering deficit perspectives. With ten years K-12 teaching experience, Allen connects research to classroom practice. She holds endorsements in Gifted Education, ESOL, and Reading Instruction. Her courses include Writing Development & Instruction and Trends in Language & Literacy Education.

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Sarah E MacPhersonمشاهده پروفایل

استاد

University of EdinburghUnited Kingdom

Sarah E MacPherson is a Professor of Cognitive Neuropsychology at the University of Edinburgh, holding a Personal Chair in the Department of Psychology. She is affiliated with the School of Philosophy, Psychology and Language Sciences and Edinburgh Neuroscience. Her research focuses on frontal lobe functions in aging and neurodegenerative disorders, particularly examining memory, executive functions, and social cognition. Education: PhD in Psychology, University of Aberdeen (2001) MA (Hons) Psychology, University of Aberdeen (1998) Research & Teaching: Dr. MacPherson supervises current PhD students and has held roles such as Undergraduate Director of Teaching and Programme Director for the MSc in Human Cognitive Neuropsychology. She has contributed to over 190 publications and 18 research projects, including the GRASP initiative exploring social pragmatics in aging and collaborative learning studies. Her work integrates virtual reality (VR) for neuropsychological assessments, notably the Virtual Reality Everyday Assessment Lab (VR-EAL). Awards & Roles: She serves on editorial boards for journals like Cortex , chairs international conferences, and holds external positions at Canterbury Christ Church University. Her research has received funding from UKRI, Leverhulme Trust, and other bodies. Key Projects: Current grants include the GRASP initiative (social pragmatics in aging) and I'm Still Learning (collaborative learning in older adults). She investigates barriers in socio-cognitive assessment for neurocognitive disorders and explores technological advancements in clinical testing. Labs & Collaborations: Leads the VR-EAL development, collaborating internationally on social cognition assessment tools like the Edinburgh Social Cognition Test (ESCoT). Her work bridges cognitive neuroscience, clinical practice, and aging research.

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Hamza M. Zaferمشاهده پروفایل

دانشیار

Princeton UniversityUnited States

Hamza M. Zafer is an Associate Professor of Arabian and African languages at the University of Washington, holding a Senior Lecturer position in the Program in African Studies. His research focuses on the languages and literatures of the Red Sea world from the 6th to 16th centuries, emphasizing pre-modern knowledge networks across Ethiopic, Arabic, Coptic, Sabaic, and Syriac traditions. His monograph, *Ecumenical Community*, examines early Muslim communitarianism in the post-Red Sea war context. Dr. Zafer earned his Ph.D. from Cornell University. His research interests span cross-cultural textual exchanges, linguistic anthropology, and the historiography of the Horn of Africa and Arabian Peninsula. His work bridges historical linguistics with socio-cultural analysis, highlighting trans-regional intellectual exchanges. His recent publications (2003–2009) include machine learning applications in bioinformatics, such as tumor classification and gene function prediction, reflecting an interdisciplinary approach. Earlier work (1997–1999) explored AI-driven crossword puzzle generation, showcasing computational creativity. No academic awards or grants are explicitly mentioned in the provided text. He advises no listed students, though his mentorship role in language studies may imply graduate supervision not detailed here. No lab affiliations or future projects are described in the available data.

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Duco van Oostrumمشاهده پروفایل

مدرس ارشد

University of SheffieldUnited Kingdom

Dr. Duco van Oostrum is a Senior Lecturer in American Literature at the University of Sheffield's School of English, where he has taught since 1995. His research focuses on African-American literature, sports literature, urban fiction, and autobiography studies, with particular attention to ghost-written autobiographies and post-colonial narratives. He has pioneered inquiry-based learning methodologies, serving as the first CILASS Academic Fellow and contributing to the HEFCE-funded Centre for Inquiry-Based Learning in the Arts and Social Sciences. His pedagogical innovations earned him a National Teaching Fellowship (2007) and a University Senate Award for Teaching (2003). Research interests span male authors' representations of gender, transatlantic cultural exchanges, and the intersection of sports with anti-American protests. Notable works include Male Authors, Female Subjects (1995) and articles analyzing Anton de Kom’s Wij Slaven van Suriname within post-colonial contexts. He supervises PhD students exploring topics like John Edgar Wideman, Oprah Studies, and mountaineering literature. Teaching includes leading the MA pathway in American literature and modules on urban space in contemporary fiction. He co-developed the Roots Routes e-learning platform, showcasing innovative teaching practices through videos and podcasts.

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Zachary Irvingمشاهده پروفایل

دانشیار

University of VirginiaUnited States

Zachary Irving is an Associate Professor in the Corcoran Department of Philosophy at the University of Virginia. His research focuses on the philosophy of cognitive science, particularly mind-wandering, attention norms, and mental action. He holds a B.A., M.A., and Ph.D. from the University of Toronto, specializing in philosophy of cognitive science, epistemology, and philosophy of action. NEH Fellowship (2024): “The Spontaneity Deficit: Good Minds in the Age of Distraction” Templeton Grant (2022): Machine learning classifiers for distinguishing mind-wandering in VR His interdisciplinary work bridges philosophy with cognitive psychology/neuroscience, social psychology, and even household finance (e.g., collaborating with LUSH on a shower routine to harness mind-wandering). Key research programs include: Mind-wandering as unguided attention Foundations of the cognitive science of mind-wandering Normative analysis of attention in the digital era Teaching includes courses on philosophy of mind, consciousness, memory, and neuroscience. Collaborations involve scholars like Sheisha Kulkarni, Caitlin Mills, and Sam Murray, emphasizing empirical and philosophical synergy.

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Charlotte Wegenerمشاهده پروفایل

دانشیار

Aalborg UniversityDenmark

Charlotte Wegener is an Associate Professor at Aalborg University's Department of Communication and Psychology, within The Faculty of Social Sciences and Humanities. She holds roles as Section Manager and Head of Research, and leads FoCUS – Research Center for Learning and Education in Elderly Care. Her work bridges academic writing, social innovation, and learning in elderly care and vocational education. She co-founded FoCUS and leads the PROFRES 2.0 Research School in Norway, focusing on practice-near PhD training. Education: Completed Research Management (Copenhagen Business School) and Adjunktpædagogikum. Her research focuses on expansive learning environments, interprofessional collaboration, and creative methodologies in education and healthcare. She has led 22 projects including LABCare (elderly care innovation) and Think Tank PROFRES 2.0. Research Interests: Social innovation in elderly care, vocational education systems, boundary-crossing practices, and academic writing as creative analysis. Key themes include care work dynamics, upcycling concepts, and collaborative research methodologies. Publications emphasize care work embodiment, expansive learning frameworks, and creativity in degrowth contexts. Over 129 outputs span journals like Nordic Journal of Vocational Education and Training and conferences on social innovation. Awards: Not explicitly listed, but her leadership roles and prolific publications reflect recognition in her field. Advising: No listed advisees, but mentors PhD candidates via PROFRES 2.0. Labs/Groups: FoCUS Center, ALOVE research group (Nord University), and the Organization, Work & Management unit at Aalborg. Active in Nordic transdisciplinary networks focusing on welfare innovation and educational reform.

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Robyne Garrettمشاهده پروفایل

دانشیار

University of South AustraliaAustralia

Associate Professor Robyne Garrett is an academic in the Department of Education at UniSA Education Futures , University of South Australia. Her research focuses on culturally responsive pedagogy, embodiment in learning, and educational equity. She explores how creative and body-based approaches can foster inclusive environments for marginalized students, particularly in settings of poverty, trauma, and cultural diversity. Her work emphasizes transformative curriculum design that integrates somatic practices, Indigenous knowledge systems, and social justice frameworks. Notable areas include enhancing teacher training to address systemic inequities and redesigning STEM education through drama-based methodologies. Recent publications highlight themes of resilience in education, decolonizing practices in health and physical education, and the intersection of race/whiteness in sports media representation. Her research often bridges theory and practice, advocating for pedagogical innovations that center student agency and community well-being. Garrett is a dedicated research degree supervisor and media commentator on educational equity. Her contributions span over 30 years, with a focus on marginalized populations including refugee students, non-traditional university learners, and Indigenous communities.

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Kristin Elwoodمشاهده پروفایل

دانشیار بالینی

Arizona State UniversityUnited States

Dr. Kristin Elwood is a Clinical Associate Professor and Director of Digital Initiatives and Instructional Design at Arizona State University's School of International Letters and Cultures (SILC). Her work focuses on educational technology, instructional design, and online language learning. She supports faculty in developing online second language acquisition courses and collaborates on digital solutions for online learning initiatives. Dr. Elwood holds a PhD in Learning, Literacies, and Technologies. Her research emphasizes the intersection of technology and language learning, including AI-driven feedback systems, design thinking frameworks for educators, and STEM outreach programs. She has contributed to NSF-funded projects like the Center for Bio-Mediated and Bio-Inspired Geotechnics (CBBG). Her recent publications explore AI chatbots in language education, design thinking models for teachers, and curriculum innovation. She teaches courses in individualized instruction and professional seminars for language programs. Her work bridges pedagogical theory with practical digital tools to enhance global language education. Dr. Elwood's awards and grants are not explicitly listed, but her leadership roles and collaborative projects reflect sustained contributions to educational innovation. She advises on interdisciplinary initiatives and fosters partnerships between academia and industry in technology-enhanced learning.

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Patricia Wolfمشاهده پروفایل

استاد

University of Southern DenmarkDenmark

Patricia Wolf is a Professor in the Department of Business & Management at the University of Southern Denmark (SDU), Faculty of Business and Social Sciences. She is affiliated with multiple interdisciplinary research centers, including the Centre for Integrative Innovation Management (C*I2M), the SDU SCC Elite Center PACA, and the SDU Climate Cluster, reflecting her broad impact across innovation, climate futures, and societal transformation. Her research focuses on innovation management, foresight methodologies, artificial intelligence in social contexts, knowledge management, and climate futures. She explores how organizations and societies can envision and enact sustainable futures, particularly through participatory and creative methods such as scenario development, flash fiction, and citizen science. The 15 most recent publications reveal a strong trend toward integrating AI, climate imagination, and participatory futures, with increasing emphasis on emotional dimensions like climate anxiety and hopeful envisioning. Her work bridges theory and practice, often involving collaborations with SMEs, educational institutions, and environmental organizations to co-create actionable strategies. Innovative Teaching Award 2024 John Bessant Best Paper Award (2023 and 2021) SCC Fast track - uddelingsrunde november 2024 Patricia Wolf has secured significant grant funding for projects such as FUSION, PACA, and CFF, where she serves as Principal Investigator or Co-PI. These projects focus on mobilizing youth, educators, and communities to engage in climate future fiction and responsible innovation. She has supervised PhD students and contributed to curriculum development in innovation and foresight education. Her teaching includes courses on innovation management, knowledge management, and organizational processes. She leads and participates in interdisciplinary teams across SDU, including collaborations with the Department of Sports Science, the Climate Cluster, and external partners in Denmark and Germany. Her labs and research groups emphasize co-creation, narrative methods, and future-oriented design, fostering a culture of integrative and socially responsible innovation.

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Itamar Jalonمشاهده پروفایل

پژوهشگر ارشد

Princeton UniversityUnited States

Itamar Jalon is a Postdoctoral Research Associate at the Princeton Neuroscience Institute (PNI) at Princeton University for the 2024-25 academic year, affiliated with both the Hasson Lab and Music Cognition Lab. His research leverages deep learning models to study social and higher-order cognitive processes—including meaning-making in naturalistic interactions, emotion, self- and other-perception, and creativity—in ecologically valid settings. Dr. Jalon earned his PhD (pending approval) in psychology from Tel Aviv University, where his doctoral work focused on computational representations of autobiographical emotions. Prior research spans the neuroscience of pain, creativity, neuromodulation, and psychiatric interventions, reflecting an interdisciplinary approach bridging psychology, neuroscience, and artificial intelligence. His current work applies large language models to decode naturalistic human speech and ECoG neural recordings, targeting real-world cognitive phenomena. This positions him at the intersection of machine learning and cognitive neuroscience, with emphasis on affective and social processes in uncontrolled environments. No scientific awards or honors were documented in the provided materials. Information regarding student mentorship, research grants, or advising activities was not specified in the source text. Dr. Jalon actively contributes to two specialized research units at PNI: the Hasson Lab (investigating neural mechanisms of communication) and the Music Cognition Lab (exploring cognitive foundations of musical experience), utilizing these platforms for naturalistic neuroscience methodologies.

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