جستجوی استاد راهنمای دانشگاهی

• Deaf Studies
• Audism
• Sign Language Literature
• +۷ مورد دیگر

H-Dirksen Bauman is a Professor of Deaf Studies at Gallaudet University, affiliated with the Arts and Humanities School. His work centers on Deaf cultural studies, audism, and the intersection of disability studies with broader sociocultural frameworks. He has contributed significantly to redefining academic discourse through concepts like 'Deaf Gain,' emphasizing the value of deafness as a mode of human diversity rather than a deficit. Bauman’s research spans sign language literature, sensory politics, and architectural design for Deaf communities (DeafSpace). He has taught courses such as Language, Culture, and Power and Enforcing Normalcy: Deaf and Disability Studies , reflecting his commitment to critical pedagogy. His scholarly contributions include foundational texts on audism and co-editing Deaf Gain: Raising the Stakes for Human Diversity . He has held leadership roles including Director of ASL Connect and advisor to the Deaf Studies Digital Journal. Awards include the Maryland State Arts Council’s Independent Artist Award and recognition for bilingual literary works. His work bridges academia, artistry, and activism to challenge ableist norms and advocate for deaf-centered frameworks in education, architecture, and policy.

• English Literature
• Deaf Education
• Multicultural Education
• +۳ مورد دیگر

Dolphia Butler is an Assistant Professor in the Language, Education, and Culture school at Gallaudet University. Her teaching portfolio includes courses such as English Language Study , Introduction to Public and Professional Writing , and Intro to African-American Literature . She has served as an Open House Facilitator and MacDougall Creative Writing Contest Judge, and currently holds roles like Associate Editor of Watchung Review and member of the Graduate Student Advisory Committee (GSAC). Her research focuses on intersections of Deaf identity, multicultural education, and literary analysis. Recent work explores Deaf representation in media (e.g., A Quiet Place ), feedback processes for d/Deaf/HoH students, and BIPOC CODA perspectives. Professional affiliations include the National Council of Teachers of English and Popular Culture Association. Advising: Supervised 1 undergraduate advisee (2023) Committee Roles: Peer Evaluator for Review/Promotion/Tenure, Judge for Professional Writing Contests Professional Development: Completed Bilingual Approach Seminar, CITI Program, Rhetoric: The Art of Persuasive Writing

• Sociology of Music Education
• Gender Studies
• Cultural Diversity
• +۴ مورد دیگر

Clare Hall is a Senior Lecturer in Performing Arts at the School of Curriculum Teaching & Inclusive Education, Monash University. Her interdisciplinary research focuses on social justice, equity, and cultural diversity through arts engagements, particularly in music and sociology. She holds a PhD and a BA in Music Performance from the Victorian College of the Arts. Her work addresses gender, class, ethnicity, and neurodiversity in education and the arts, supported by grants from the Australian Research Council (ARC). Key Projects: Singing Indigenous Languages Collective (SILC): Revitalizing First Nations languages through song Neurocomplexity Collaboratory: Fostering neurodiversity in education Decolonising and Indigenising Music Education (Routledge, 2024) Research Interests: Intersectionality in music education Queer and feminist methodologies Neurodiversity in teaching professions Indigenous language revitalization Awards: Award for Doctoral Research in Education (2013) Mollie Holman Doctoral Medal (2013) Teaching Commitment: Courses including EDF5860, EDF3065, and EDF2078, emphasizing transdisciplinary arts pedagogies.

Heidi Baselerمشاهده پروفایل

مدرس ارشد

• Visual Neuroscience
• Neuroimaging
• Sensory Processing
• +۴ مورد دیگر

Dr. Heidi Baseler is a Senior Lecturer in Imaging Sciences at the Hull York Medical School and the Department of Psychology , University of York . She serves as INSPIRE Programme Lead for undergraduate research and contributes to research governance and public/patient involvement in research through committees like the York Neuroimaging Centre Research Governance Committee and Involvement@York . Education : AB in Biology/Psychology from Dartmouth College (1986), PhD in Vision Science from University of California, Berkeley (1995) Career : Research Fellow at Stanford, Smith-Kettlewell Eye Research Institute, and University of York; Lecturer in Imaging Sciences at Hull York Medical School (2012-2021) Her research focuses on neural mechanisms for central/peripheral vision processing, cortical responses to sensory loss (e.g., AMD, deafness), and neuroprotective strategies like photobiomodulation. Techniques include structural and functional MRI , magnetic resonance spectroscopy , multifocal EEG , and electroretinography . Key findings include cortical reorganization in macular degeneration and superior visual performance in deaf adults. Recent article trends highlight: Neuroimaging biomarkers for AMD progression Cross-modal plasticity in deaf individuals Long-term effects of sensory deprivation on brain structure Photobiomodulation for neurodegeneration Functional connectivity in face-selective regions Contrast perception dynamics across aging Scientific awards include: Exceptional Contribution to Student Experience Finalist , Hull York Medical School (2024) Pursuing Excellence Award , Hull York Medical School (2023) Vice-Chancellor's Teaching Award , University of York (2020) Multiple Teacher of Excellence Finalist recognitions (2016-2018) She teaches undergraduate medical students in Foundations of Medicine and Neurological Diseases , and supervises MSc Cognitive Neuroscience projects. Collaborations span institutions like University of Hull , University of Lille , and University of Regensburg . Current students include Sharyfah Alasiri (PhD, Biomedical Sciences) and Erin English (PhD, Psychology) at the University of York.

Jami Fisherمشاهده پروفایل

مدرس ارشد

• American Sign Language (ASL) documentation
• Linguistic landscape analysis
• Deaf community partnerships
• +۳ مورد دیگر

Dr. Jami Fisher serves as Senior Lecturer and Director of the American Sign Language (ASL) Program at the University of Pennsylvania's Department of Linguistics. Affiliated with the College of Arts & Sciences, their work focuses on documenting Philadelphia-area ASL variation, global deaf community collaborations (especially with Italian communities), and integrating sign language studies into broader linguistic curricula. Education includes an Ed.D. in Higher Education from UPenn (2014), M.S.Ed. (2002) and B.A. in Linguistics (1997). Their pedagogical innovations emphasize Academically Based Community Service (ABCS) partnerships with local organizations like the Pennsylvania School for the Deaf and Deaf-Hearing Communication Centre. Research interests bridge sociolinguistics and community engagement, analyzing the linguistic landscape's visual representation of sign languages and exploring how signed languages reflect cultural values. They co-lead the ASL/Deaf Studies minor program, integrating interdisciplinary coursework with field-based capstone projects. Program leadership includes developing UPenn's longest-running Ivy League ASL program, offering advanced courses in Deaf History, Culture, and Linguistics. Collaborative projects emphasize mutually beneficial partnerships with Deaf communities to ensure culturally responsive research and education.

Julia F. Saumaمشاهده پروفایل

مدرس

• Anthropology
• Disability Studies
• Ecology
• +۷ مورد دیگر

Julia F. Sauma is a Brazilian-Londoner deaf/Hard of Hearing Lecturer in Anthropology at Goldsmiths, University of London. Her work focuses on collective life within extractive structures, with a particular emphasis on Amazonian Quilombo communities in Brazil and diasporic experiences. She holds a PhD from UCL (2014) and an MA from Federal University of Rio de Janeiro (2007). Key roles include teaching modules like Approaches to Contemporary Anthropology and supervising PhD projects on ecology, embodiment, and intersectional themes. Her research interests span ecology, land rights, disability studies, and the intersections of race, gender, and kinship. She collaborates with activist groups to explore joyful collective refuges and has pioneered auto-ethnographic methods addressing deafness and academic inclusion. Notable projects include the ERC-funded Extort: Anthropologies of Extortion (PI: Lucia Michelutti) and participatory works like Antiphonic Multibeing (2019). Her publications critique academic systems through works like Performing Normal (2024) and explore decolonial methodologies in Ruptures (2019). She engages in cross-disciplinary practices including performance art and policy-oriented research on early childhood development in Brazil. Current research emphasizes multi-modal methodologies and the body as a research tool, reflecting her commitment to inclusive, embodied knowledge production.

Joëlle Rouleauمشاهده پروفایل

دانشیار

• Gender Studies
• Film Studies
• Queer Theory
• +۴ مورد دیگر

Joëlle Rouleau is an Associate Professor at Université de Montréal's Faculty of Arts and Sciences, Department of Art History, Cinema and Audiovisual Media. Her academic career spans queer theory, gender studies, film studies, and research-creation methodologies. Department: Art History, Cinema and Audiovisual Media Research Focus: Intersectional Representation in Quebec Cinema, Queer TV Studies, Feminist Approaches Her research explores queer and trans media representation , intersectional film analysis , and gender-sensitive health studies . Recent projects include queer television conferences and disability representation studies in cinema. Notable trends in her 2014-2022 publications include: analysis of Queer TV seriality , gender metrics in health research , and intersectional feminist film pedagogy . She has secured multiple Canadian federal grants (SSHRC, CIHR, FRQSC) for her queer media studies. 3 SSHRC-funded research projects 1 CIHR/IRSC medical gender study 1 FRQSC research-creation grant Rouleau supervises master's students on topics including: queer cinema pedagogy, neuroqueer emancipation, and cinematic power dynamics. She leads Labo Télé UdeM and contributes to disability art research initiatives.

Delia D. Steversonمشاهده پروفایل

دانشیار

• 19th and 20th Century African American Literature
• Critical Disability Studies
• Southern Studies
• +۵ مورد دیگر

Delia D. Steverson is an Associate Professor of English at the University of Alabama, specializing in 19th and 20th century African American Literature, Critical Disability Studies, and Southern Studies. Her work examines intersections of race, disability, and state-sanctioned violence in literature and culture. She holds a PhD, MA, and BA in English from the University of Alabama and Agnes Scott College, respectively. Education: PhD (2017), MA (2012), BA (2009) Her research includes Stumbling Blocks and Other Unfinished Work (2023), which recontextualizes the legacy of Delores Phillips, and Making Black Selves , exploring alternative Black subjectivity. She has held prestigious fellowships like the Mellon Career Enhancement Fellowship and has published widely in journals such as Journal of Literary and Cultural Disability Studies . Her articles span themes like disability in Toni Morrison’s Sula and racial perception in Melville’s Benito Cereno . Awards include the Humanities Scholarship Enhancement Award (2020) and NEH funding (2018). Grants: NEH Summer Institute (2018), Course Development Grant (2018) She collaborates on curriculum development and mentors pre-college students through non-profits like the one where she served as Assistant Director of Programs. Her work bridges academia and public engagement, emphasizing marginalized voices in literature.

• Sociolinguistics
• Anthropology
• Deaf Geographies
• +۶ مورد دیگر

Professor Annelies Kusters is a sociolinguist specializing in sign language ideologies, deaf mobilities, and communication practices at Heriot-Watt University (School of Social Sciences). She holds a PhD from the University of Bristol (2012) and previously worked at the Max Planck Institute. Her research integrates ethnography, film, and visual methods to explore multilingualism, transnational deaf spaces, and media representation. Key projects include the ERC-funded MobileDeaf initiative (2017–2023), focusing on deaf mobilities and translanguaging. Research interests span sign language ideologies, deaf media, transnationalism, and ethnographic methodologies. She leads SIGNS@HWU, fostering interdisciplinary research on sign languages and deaf communities. Awards include the European Research Council Starting Grant (2016) and the Francis Maginn Award (2023). Teaching focuses on Deaf Studies and sociolinguistics, with a commitment to mentoring deaf scholars. Notable grants include £1.5M ERC funding and collaborations with the British Sign Language Broadcasting Trust. Publications emphasize International Sign, deaf media representation, and family language policy. She advises on policy, interpreter training, and media production, contributing to UN Sustainable Development Goals. Leadership roles include Co-Director of Engagement (School of Social Sciences) and Programme Director for the MA British Sign Language (Interpreting, Translating, and Applied Language Studies).

Noah D Dreznerمشاهده پروفایل

استاد

• Higher Education
• Philanthropy and Fundraising
• LGBTQ+ Philanthropy
• +۳ مورد دیگر

Noah D Drezner is a Professor of Higher Education and Vice Dean of Academic Success and Strategy at Teachers College, Columbia University. He also serves as Principal Investigator of The Tzedakah Lab and Program Director for Higher and Postsecondary Education. His expertise spans philanthropy, LGBTQ+ issues in education, leadership in nonprofits, and race/ethnicity dynamics in higher education. Dr. Drezner holds a Ph.D. in Higher Education from the University of Pennsylvania, an M.S.Ed. in Higher Education Management from the same institution, and a B.S. in Earth and Environmental Sciences from the University of Rochester. He has additional certificates in higher education management, university teaching, professional writing, and nonprofit leadership. His research focuses on identity-based philanthropy, alumni engagement, and institutional advancement strategies. Key areas include LGBTQ+ donor behavior, minority-serving institutions' fundraising practices, and the intersection of race/gender with nonprofit leadership. He has authored/co-authored over 30 books and journal articles, including seminal works on HBCU endowment management, queer alumni giving, and identity-based fundraising frameworks. Notable contributions include pioneering the concept of 'philanthropic mirroring' and developing culturally inclusive approaches to alumni relations. His work emphasizes the role of sense of belonging in driving institutional loyalty and giving behaviors, particularly among marginalized communities. Dr. Drezner leads The Tzedakah Lab, which explores Jewish philanthropy and social justice in education. He advises on strategic initiatives related to academic success, institutional strategy, and equity-driven advancement practices. Current projects include global comparative studies on educational giving patterns and DEIJ implementation in philanthropy.

Lottie Hoareمشاهده پروفایل

مدرس

• Arts Education
• Pedagogy
• Educational Policy
• +۳ مورد دیگر

Dr Lottie Hoare is a Lecturer in Education and Early Childhood Studies at Middlesex University and a Senior Teaching Associate at the University of Cambridge. Her research focuses on arts education, pedagogical strategies, and the historical and contemporary influences on educational policy. She explores themes such as heritage language schools, the role of media (BBC broadcasts and film) in shaping educational discourse, and biographies of influential educators. Her work bridges historical analysis with contemporary educational practices. Teaching responsibilities include modules like Creativity and the Arts in Education at Middlesex University, alongside leading Historical and Contemporary Issues in Education and Curriculum Studies for Primary Education. At Cambridge, she teaches MEd students and undergraduates. Dr Hoare holds leadership roles, including Executive Committee membership of The Society for Educational Studies (since 2022) and Book Reviews Editor for the British Journal of Educational Studies. From 2025, she will co-edit the History of Education journal. Her research outputs span academic articles, book chapters, and edited volumes, often centering on underrepresented figures in educational history. Her career spans over three decades, including 20 years in primary schools and nurseries before pursuing her AHRC-funded PhD (2013–2016) at the University of Cambridge. This interdisciplinary background informs her approach to linking historical insights with modern educational challenges. Key research trends in her articles include analyzing media’s role in education, biographical studies of educators, and the intersection of arts with well-being and community-building. Her work highlights marginalized voices, such as Beryl Gilroy and Muriel Pyrah, enriching narratives around equity and innovation in education.

Louisa Willoughbyمشاهده پروفایل

دانشیار

• Multilingualism
• Language and Identity
• Deaf Studies
• +۳ مورد دیگر

Louisa Willoughby is an Associate Professor (Research) in Linguistics at Monash University, Australia. Her work focuses on sociolinguistics and applied linguistics, particularly multilingualism in multicultural societies. She explores how institutions engage with non-English speaking communities, emphasizing language and identity interconnections. Her research includes studies on Deaf sign language users, migrant language communities, and adolescent language behavior. **Research Interests:** Language Policy and Institutional Engagement Deaf Education and Tactile Sign Languages Migrant Language Maintenance Language Attitudes and Social Cohesion Adolescent Communication Practices **Key Projects:** Acquiring Physical Skills: Exploiting Games Technology to Teach Sign Language (2011–2014) Research Bridging the Theory-Practice Gap in Sign Language Teaching (2015–2021) Adapting Sign Languages for Deafblind Communication (2016–2020) Transforming Auslan Education in Australia (2024–2027) **Awards:** Monash Postgraduate Association Supervisor of the Year (2016) Dean's Award for Impact and Engagement (2022) Michael Clyne Prize (2008) **Engagement:** Collaborates with government agencies like the Victorian Deaf Education Institute and the Australian Federation of Deaf Societies. Serves on advisory boards for policy development in language education and accessibility.

Abhimanyu Sharmaمشاهده پروفایل

مدرس

• Language Policy
• Critical Discourse Analysis
• Sociolinguistics
• +۳ مورد دیگر

Dr. Abhimanyu Sharma is a Teaching Associate in German Linguistics at the Faculty of Modern and Medieval Languages and Linguistics, University of Cambridge. His academic work focuses on language policy, critical discourse analysis, and sociolinguistics. He serves as the Communications Secretary of BAAL's Language Policy Special Interest Group and founded the Cambridge Sociolinguistics Circle to promote sociolinguistic research at Cambridge. Dr. Sharma's educational background includes: PhD in Linguistics from the University of Cambridge (2019), with thesis on language policies of the EU and India MA in German Linguistics from the University of Bern Double degree MA from Bremen and Palermo in Medieval German Literature Dr. Sharma's research centers on language policy with particular focus on power dynamics, critical discourse analysis, and language in social contexts. His work examines policies across Wales, Scotland, Northern Ireland, Luxembourg, the EU, and India, with significant contributions to understanding how language policies impact minority communities, migrants, and deaf populations. He employs Historical Structural Analysis and Critical Discourse Analysis to investigate sociopolitical factors shaping language legislation. His publications reveal a consistent comparative approach to language policy analysis across multiple continents, examining how policies address linguistic minority needs in education, healthcare, legal systems, and media. A notable pattern is his examination of shifts in language policy texts through modal verbs (from 'may' to 'shall'), reflecting changing sociopolitical contexts. Monograph: 'Reconceptualising Power in Language Policy. Evidence from Comparative Cases' (Springer, 2022) Established Malati Sharma Memorial Award (2019) for PhD students As an educator, Dr. Sharma teaches Introduction to German Studies, German Linguistics modules, and translation courses. His teaching integrates sociolinguistic theory with practical language instruction, particularly regarding German language education during the pandemic. Dr. Sharma leads the Cambridge Sociolinguistics Circle and delivered the Kapuscinski Development Lecture on 'Language Policy, Development and Inclusion' at Maqsut Narikbayev University in April 2025.

Tammy Barryمشاهده پروفایل

استاد

• Child externalizing behaviors
• Attention-deficit/hyperactivity disorder (ADHD)
• Autism spectrum disorder (ASD)
• +۸ مورد دیگر

Tammy Barry is a Professor in the Department of Psychology at Washington State University and serves as Dean of the Graduate School and Vice Provost for Graduate Education. Her research focuses on biologically-based and contextual correlates of child externalizing behaviors, including ADHD, aggression, and autism-related disruptive behaviors. Ph.D. in Clinical Psychology (Child Emphasis) - University of Alabama (2000) B.A. in Communication - University of Alabama B.S. in Psychology - University of Alabama at Birmingham Barry's work examines neuropsychological functioning, child temperament, parental psychopathology/stress, parenting practices, socioeconomic factors, and individual differences like narcissism and psychopathy. Her lab investigates the measurement and latent structure of externalizing behavior disorders through interdisciplinary research involving psychophysiological, behavioral, and social data. Recent publications highlight her expertise in autism spectrum disorder, attention-deficit/hyperactivity disorder, and family dynamics. She has directed studies on mindfulness interventions, reward sensitivity, and reporting discrepancies in anxiety symptoms among children with ASD, presented at conferences like WPA, ISAR, and ABCT. No scientific awards explicitly mentioned Barry has mentored numerous graduate students and supervised the Child Externalizing Behaviors (CEB) Lab. The lab is not currently recruiting for Fall 2025 due to her sabbatical cycle. Her former students have transitioned to postdoctoral fellowships and clinical roles across the U.S.

Christopher Krentzمشاهده پروفایل

استاد

• Disability Studies
• Deaf Studies
• American Literature
• +۲ مورد دیگر

Christopher Krentz serves as Professor in the English and American Sign Language Program at the University of Virginia, maintaining active teaching duties with courses in American literature, disability studies, and world anglophone literature. His office is located in Bryan Hall 110, with current office hours held in person and via Zoom. Education: Ph.D. in English, University of Virginia, 2002 M.A. in English, University of Virginia, 1995 B.A. in English, Yale University, 1989 Professor Krentz's research fundamentally explores intersections between Disability Studies and Deaf Studies within American and Postcolonial Literature frameworks. He examines how disability, particularly deafness, manifests in literary representation, human rights discourse, and cultural identity formation. His scholarship consistently bridges literary analysis with social justice advocacy, emphasizing decolonization perspectives and the cultural enrichment derived from Deaf experiences. His 22-year publication trajectory reveals evolving scholarly focus: early work established foundations in 19th-century American Deaf literature, while recent contributions address postcolonial disability, blindness representation, and institutional decolonization of literary studies. Key thematic threads include the 'hearing line' concept, Deaf gain philosophy, and disability human rights frameworks across global anglophone contexts, with notable analyses of authors like Coetzee, Twain, and Borges. Awards and Honors: Finalist, 1998 Seven Society Graduate Fellowship for Superb Teaching, University of Virginia Professor Krentz has demonstrated significant academic leadership through co-directing UVA's Disability Studies Initiative (2015-2022) and coordinating the Annual ASL/Deaf Culture Lecture Series for nearly two decades. His editorial board service for Sign Language Studies and Journal of Literary and Cultural Disability Studies reflects sustained commitment to scholarly discourse, though specific student advising details and grant histories remain unpublicized in available materials. Through initiatives like the Disability Studies Initiative and ASL Lecture Series, Krentz has cultivated interdisciplinary academic communities examining disability rights, Deaf culture, and language politics. His collaborative work with scholars like Rebecca Sanchez on representation matters demonstrates ongoing engagement with contemporary theoretical debates in disability humanities.