جست‌وجوی استاد و پژوهشگر

• Mathematics Education
• Students with Special Needs
• Learning Difficulties
• +۴ مورد دیگر

Patricia Marchand is a faculty member at the University of Sherbrooke's Faculty of Education, specializing in mathematics education and special needs education. She teaches graduate courses in school adaptation and mathematics education, and conducts research on learning difficulties, spatial reasoning, and teaching methodologies for students with special needs. Her work bridges theory and practice in educational settings, with particular focus on developing effective interventions for students experiencing mathematical learning challenges. Education Doctorate in Education (2005) - Université de Montréal Master's in Mathematics (1998) - Université du Québec à Montréal Bachelor's in Teaching Mathematics and Computer Science for Secondary School (1995) - Université du Québec à Montréal Research Interests Dr. Marchand's research focuses on mathematics education for students with learning difficulties, particularly in the areas of spatial reasoning, geometry teaching, and preventive support systems. She investigates how to develop mathematical understanding in primary school students, with special attention to fraction concepts, geometric constructions, and volume understanding. Her work emphasizes the integration of spatial reasoning across mathematics and science education, and she explores collaborative approaches between teachers, orthopedagogues, and mathematics didacticians to support students at risk of academic failure. Research Trends Her recent publications demonstrate a strong focus on spatial reasoning development in elementary mathematics education, with particular attention to geometry concepts. She has developed preventive support systems for students with learning difficulties, examining how to articulate pedagogical and orthopedagogical practices in mathematics. Her work increasingly incorporates interdisciplinary approaches, connecting mathematics with other subjects like science and language arts to create more comprehensive learning experiences for students at risk. The analysis of teaching sequences that promote spatial reasoning has become a central theme in her recent scholarship. Research Funding Dr. Marchand has secured significant research funding as principal investigator and co-researcher on multiple projects: Principal Investigator: "Comment développer le raisonnement spatial en classe de 6e année dans un contexte interdisciplinaire mathématiques et astronomie?" (SSHRC, $88,364, 2021-2026) Principal Investigator: "Transmettre le plaisir d'apprendre à lire et soutenir les élèves à risque de vivre des difficultés scolaires dès la maternelle" (TD Bank and University of Sherbrooke Foundation, $500,000, 2017-2022) Co-researcher: "Le centre RBC d'expertise universitaire en santé mentale destiné aux enfants, adolescents et adolescentes, et aux jeunes adultes" (Royal Bank of Canada, $1,000,000, 2016-2021) Multiple projects with the Quebec Ministry of Education focused on supporting students with learning difficulties in mathematics classrooms Teaching and Supervision Dr. Marchand teaches graduate courses in mathematics education, school adaptation, and special education at the University of Sherbrooke. Her regular courses include "Didactique de la géométrie et de la mesure" (Geometry and Measurement Teaching), "Intervention en mathématiques" (Mathematics Intervention), and "Potentiel mathématique de l'apprenant" (Student's Mathematical Potential). She provides clinical supervision for students in school adaptation programs, with particular attention to mathematics teaching for students with special needs, and has developed specialized training approaches using role-playing as a teaching methodology for prospective mathematics educators.

Nina Banksمشاهده پروفایل

دانشیار

• Political Economy
• Political Economy of Gender and Race
• Economics of Family Migration
• +۵ مورد دیگر

Nina Banks is Associate Professor of Economics at Bucknell University with affiliations in Women's and Gender Studies and Critical Black Studies. She serves as past president of the National Economic Association (NEA) and sits on the Board of Directors of the Economic Policy Institute (EPI). Previously, she served on the board of the International Association for Feminist Economics (IAFFE) and editorial boards of Feminist Economics and The Review of Black Political Economy . Dr. Banks earned her Ph.D. from University of Massachusetts at Amherst and her B.A. from Hood College. Her research makes visible the unseen work of Black and marginalized women by developing an economics of unpaid work and community activism against racial disparities. Her determination to restore Black women to U.S. economic history led to the recovery of Sadie T.M. Alexander's economic thought. Her work focuses on political economy, the political economy of gender and race, and the economics of family migration. Dr. Banks developed a framework reconceptualizing political activism as unpaid work, arguing that the community should be elevated as a site of production alongside firms and households. She founded the annual Freedom and Justice conference bringing together scholars dedicated to finding solutions to economic problems facing racialized communities. Analysis of her recent publications reveals consistent focus on Black women's economic experiences, community work, and racial justice. Her research traces unpaid community work to early 20th century cooperative movements and examines how this work addresses government-neglected services. She has made significant contributions to recovering the economic thought of Sadie T.M. Alexander, identifying her as the first Black American economist who advocated for federal job guarantees decades before Hyman Minsky. President of the National Economic Association Board member of the Economic Policy Institute Editor of Democracy, Race, and Justice: The Speeches and Writings of Sadie T. M. Alexander (Yale University Press, 2021) Featured in New York Times , NPR, Economist , Wall Street Journal , and other major media outlets Dr. Banks teaches courses including African Women & Social Action, Gender, Race, and Poverty, Gender and Migration, Intermediate Political Economy, and Economic History of Women in the U.S. Her research has been supported by numerous grants that have enabled her archival work on Sadie Alexander despite significant challenges including parenting responsibilities and Alexander's difficult-to-decipher handwriting. She has collaborated with undergraduate research assistants at Bucknell to reconstruct Alexander's economic thought from fragmented archival materials.

Kaitlyn Regehrمشاهده پروفایل

دانشیار

• Digital Humanities
• Social Media Impact on Youth
• Image-Based Sexual Harassment
• +۷ مورد دیگر

Dr Kaitlyn Regehr is an Associate Professor and Programme Director of Digital Humanities in the Department of Information Studies at University College London (UCL). She holds a doctorate from King's College London and has established herself as a leading expert on the cultural impacts of social media, particularly on children and youth. Her research directly informs policy and legislation, including the Online Safety Act and new Cyberflashing legislation. University College London - Department of Information Studies Programme Director of Digital Humanities Associate Professor in Digital Humanities Dr Regehr's research focuses on the intersection of digital culture, youth safety, and policy development. She leads significant projects including the "Safer Scrolling Report" which generated media attention across 300 outlets including the Guardian's front page, and has influenced national curriculum changes. Her work on "Understanding and Combatting Youth Experiences of Image-Based Sexual Harassment and Abuse" has led to policy recommendations adopted by educational authorities. She also contributed to the Mayor of London commissioned report "Women We See: Advertising in London's Public Spaces" which informed national advertising standards. Analyzing her recent publications reveals a consistent focus on how digital platforms facilitate and amplify image-based sexual harassment against youth, with particular attention to school environments across diverse socioeconomic contexts. Her work demonstrates how platform design features actively direct harmful content to young people, creating distinct digital sexual cultures in different educational settings. The research combines digital humanities methodologies with critical analysis of social media platforms' role in normalizing abuse. Dr Regehr has provided consultation to the House of Lords, Members of Parliament, the Metropolitan Police, Scottish Government, and Education Scotland on digital citizenship education and online safety. She has been awarded over £2 million in research funding including AHRC projects and UCL Policy Lab funding. Her media work includes producing and serving as topic specialist on documentaries for BBC News, BBC Women's Hour, Channel 4, and the Economist.

Angela Faillerمشاهده پروفایل

دانشیار

• Cultural Studies
• Public Memory
• Feminist Theory
• +۷ مورد دیگر

Angela Failler is Associate Professor of Women's & Gender Studies at the University of Winnipeg. She is Lead Researcher of the university's Cultural Studies Research Group, teaches and supervises in the MA Program in Cultural Studies, and is a Research Affiliate with the Institute for Women's and Gender Studies. Her research focuses on culture and public memory , especially difficult knowledge in museum contexts, and explores intersections between culture, embodiment, and psychical life. She has published on anorexia and self-harm through feminist and cultural lenses. Her teaching includes feminist theory, queer theory, cultural studies, and embodiment. Dr. Failler serves on the Editorial Board of the Review of Education, Pedagogy and Cultural Studies . She was awarded the Clifford J. Robson Memorial Award for Teaching Excellence in 2012. Clifford J. Robson Memorial Award for Teaching Excellence She leads a multi-institutional partnership development project on difficult knowledge in museums, reflecting her commitment to public engagement and critical heritage studies. There is no mention of formal advising of graduate students or external grant funding in the provided text. She is actively involved in research groups and institutional collaborations but no specific lab or team name beyond the Cultural Studies Research Group is mentioned.

Sam Goreeمشاهده پروفایل

استادیار

• computer vision
• human-computer interaction
• digital humanities
• +۴ مورد دیگر

Sam Goree is an assistant professor of computer science at Stonehill College, specializing in the intersection of computer vision, human-computer interaction, and digital humanities. His work critically examines how AI systems evaluate aesthetic quality and human-centered aspects of AI, with particular focus on subjectivity in machine learning models and evaluation methodologies. PhD in Informatics from Indiana University's Luddy School of Informatics, Computing and Engineering Goree's research explores aesthetic phenomenon problems in computer vision, particularly image aesthetic quality assessment. He investigates how subjective human perceptions of beauty and aesthetics can be modeled and evaluated in AI systems, challenging traditional approaches that assume a universal standard of beauty. His work draws from feminist theory, philosophy of science, and media archaeology to develop more human-centered evaluation methods for AI systems. Goree is particularly interested in how subjectivity manifests in both data and models, and how this affects algorithmic bias. His recent publications reveal a strong trend toward human-centered evaluation of AI systems, with increasing focus on subjectivity, personalization, and philosophical foundations of aesthetics in computer vision. Goree's work bridges technical computer vision research with critical humanities perspectives, examining how historical contexts shape current AI practices. He has developed novel evaluation frameworks that incorporate qualitative human feedback, moving beyond traditional quantitative metrics to better understand how AI systems interact with human perception and values. Goree actively engages with teaching challenges in the era of generative AI, developing pedagogical approaches that help students develop critical thinking skills while navigating new AI tools. His teaching philosophy emphasizes maintaining human-centered learning experiences even as AI transforms educational landscapes. He advocates for assignments that require contextual understanding and creativity, which are difficult for AI to replicate. His research is organized around understanding the "aesthetic gap" - the difference between information extractable from image pixels and the feelings images evoke in humans. Goree's lab explores how to build more transparent and accountable AI systems that acknowledge their subjective nature rather than claiming false objectivity.

Rachel E. Schachterمشاهده پروفایل

دانشیار

• Educational Psychology
• Teacher Professional Development
• Early Childhood Education
• +۴ مورد دیگر

Rachel E. Schachter is an Associate Professor in the Department of Educational Psychology at the University of Illinois Chicago (UIC), part of the College of Education. Her research focuses on teachers’ experiences, instructional supports, and early childhood literacy practices to improve learning outcomes for children. She has secured over $9 million in external grants as Principal Investigator (PI) or Co-Investigator (Co-I), with publications in journals like Early Childhood Research Quarterly and Reading Research Quarterly . Dr. Schachter holds an Ed.M. from Harvard Graduate School of Education and a Ph.D. from the University of Michigan School of Education. She completed a postdoctoral fellowship at The Ohio State University as an Institute of Education Sciences (IES) Fellow. Her research emphasizes coaching effectiveness, teacher motivation, and the intersection of policy and practice in early childhood education. Her work investigates how educators use curricula, assessments, and coaching to enhance literacy instruction, particularly in early childhood settings. Key themes include classroom practices linked to language gains, the role of teacher beliefs in pedagogy, and leveraging data for instructional decision-making. She collaborates on large-scale studies examining professional development impacts and state-mandated assessments. Recent studies explore relational trust in group coaching, the empirical foundation of early childhood coaching, and the connection between early language gains and later academic success. Her research bridges theory and practice, aiming to inform policies that strengthen early childhood education systems and support educators.

Marjaana Kavoniusمشاهده پروفایل

مدرس

• Educational Sciences
• Teacher Training
• Religious Studies
• +۶ مورد دیگر

Marjaana Kavonius works as a Lecturer at the University of Helsinki's Department of Educational Sciences, Humanities and Social Sciences Education (HuSoEd). She serves as a supervisor in the Doctoral Program in School, Education, Society and Culture and holds a Doctor of Philosophy degree alongside a Master of Theology, with qualifications as a subject teacher in religion, philosophy of life, and psychology. Current projects: ODYSSEUS (Partially integrated worldview education development, 2023–), Good Talks (2024–2025) Completed projects: KUPERA (2018–2021), Worldview Dialogue Education (2021–2024) Her research focuses on worldview education, educational sciences, religious studies, and curriculum development. She explores didactic relationships between religion and philosophy of life, perspective education, and intercultural communication. Her work addresses challenges in handling difficult topics and reforming educational systems. Marjaana received the Finnish Research Association for Subject Didactics' doctoral dissertation award in 2022. She has contributed to media discussions about educational reform and worldview integration in schools, appearing in multiple press engagements since 2021.

Leonie Hannanمشاهده پروفایل

استاد

• Social and Cultural History
• Gender Studies
• Material Culture
• +۸ مورد دیگر

Leonie Hannan is a Reader in History at Queen’s University Belfast, within the School of History, Anthropology, Philosophy and Politics. She holds several leadership roles, including Director of the Centre for Eighteenth-Century Studies, Co-Lead of the Science and Culture Research Group, and Deputy Director of the Centre for Public History. Her research focuses on social and cultural history, with a particular emphasis on gender, material culture, and domestic spaces in Britain, Ireland, and North America from 1650 to 1850. Her research interests span social and cultural history, gender studies, material culture, histories of home and family, and intellectual life. She also explores heritage and public history, collaborating with museums and heritage organizations to enhance public engagement with historical topics. Key areas of inquiry include early modern communications, domestic space, and the role of material culture in understanding everyday life. Hannan’s recent publications reflect her interdisciplinary approach, combining material culture with intellectual and social history. Her work often examines the intersection of gender and scientific enquiry, the methodologies of historical research, and the application of historical knowledge in public contexts. Notable recent contributions include studies on women’s roles in early modern scientific practices and innovative research methodologies in material culture studies. Fellow of the Royal Historical Society (2017) Fellow of the Higher Education Academy (2012) Descartes Center Senior Fellowship (2021) Library Fellowship, Winterthur Library, Delaware, USA (2014) Material Culture Prize (2004) Hannan has supervised several successful PhD students, including Emma J. McAlister, Shannon Devlin, and Ángel Leira Pernas. She coordinates the MA History/Public History internship scheme and collaborates with Northern Irish heritage organizations. Her research has been supported by grants such as the 'Heritage Connects' project (2016–2017) and 'Material Objects on the Journey of Life' (2016–2017). She is part of the 100 Hours research group, which focuses on material culture methodologies, and serves on the Advisory Board for the Mellon Centre for Migration Studies.

Beth K Thielenمشاهده پروفایل

استادیار

• Pediatric Infectious Diseases
• Mucosal Immunology
• Microbiome
• +۱۲ مورد دیگر

Beth K Thielen is an Assistant Professor in the Department of Pediatrics at the University of Minnesota Medical School, specializing in Pediatric Infectious Diseases and Transplant and Cellular Therapy. She holds both an MD and a PhD, and is actively engaged in research, clinical practice, and public health outreach. Her work is supported by major funding agencies including the NIH, CDC, and the Minnesota Department of Health. University: University of Minnesota School: Medical School Department: Department of Pediatrics Division: Pediatric Infectious Diseases Academic Rank: Assistant Professor Email: thie0149@umn.edu ORCID: https://orcid.org/0000-0001-5922-0241 Dr. Thielen’s research focuses on understanding mucosal immune responses, the microbiome and virome, and host-pathogen interactions in children, particularly those who are immunocompromised or undergoing transplantation. Her work spans clinical diagnostics, pathogen genomics, and public health surveillance, with a strong emphasis on respiratory viral infections and opportunistic infections. She employs advanced techniques such as plasma metagenomic sequencing to detect infections that are difficult to diagnose through conventional methods. Her recent publications highlight trends in pediatric infectious disease research, including the application of genomics in diagnosing Toxoplasma gondii infections, the role of the microbiome in juvenile arthritis flares, and gender disparities in academic medicine. Her work integrates molecular diagnostics with clinical insight, contributing significantly to both patient care and scientific knowledge. Contributions to UN Sustainable Development Goals (SDGs) in health and well-being Active Principal Investigator on multiple NIH and CDC-funded projects Expert commentator in media on infectious disease topics including West Nile virus, measles, and influenza Accepting PhD students for research mentorship Dr. Thielen is a principal investigator on several major research projects, including studies on mucosal immune responses to respiratory viruses, the role of the virome in autoimmune flares, and pathogen genomics in public health. These projects are funded by the NIH, CDC, and the Minnesota Department of Health, reflecting her leadership in translational and public health research. She collaborates with national and regional institutions, including the Uniformed Services University of the Health Sciences and Arkansas Children's Research Institute. She is actively involved in mentoring and training the next generation of physician-scientists and is committed to advancing equity in academic medicine. Her laboratory and research team focus on integrating clinical data with cutting-edge genomic and immunological analyses to improve outcomes for vulnerable pediatric populations.

• Indigenous Studies
• Australian History
• History
• +۳ مورد دیگر

Tim Calabria is a Lecturer at the Monash Indigenous Studies Centre, part of the Faculty of Arts at Monash University. He is affiliated with the History discipline, contributing to teaching and research in Indigenous Australian studies and historical narratives. His research interests lie primarily in Indigenous Studies and Australian History, with additional focus on cultural memory, oral history, and postcolonial perspectives. These areas are closely aligned with the mission of the Monash Indigenous Studies Centre to advance understanding of Aboriginal and Torres Strait Islander histories, cultures, and contemporary issues. The available information does not include recent publications, making it difficult to assess current research trends. However, his institutional affiliation suggests engagement with interdisciplinary approaches to Indigenous knowledge systems and historical representation. There are no listed scientific awards or honors in the provided text. There is no information available about student supervision, grants, or research funding. Similarly, no details are provided about specific research teams or laboratories with which he may be associated.

Jeremy Stoddardمشاهده پروفایل

استاد

• Civic Education
• Media Education
• History Education
• +۳ مورد دیگر

Jeremy Stoddard is a Professor of Curriculum & Instruction at the University of Wisconsin–Madison's School of Education, affiliated with the Wisconsin Center for Education Research. His work focuses on civics education, media literacy, and teaching difficult histories in politically charged environments. He previously served as Chair of Curriculum & Instruction and founded the Educational Studies program at William & Mary. Education: PhD in Social Studies Education, University of Wisconsin–Madison (2006) MS in Educational Communications & Technologies, University of Wisconsin–Madison (2001) BA in Social Studies & Urban Education, Hamline University (1997) Research Interests: Dr. Stoddard explores how educators navigate partisan contexts when teaching history and civics, particularly around contentious topics like 9/11, the War on Terror, and marginalized histories. He emphasizes integrating media literacy into democratic education to address misinformation and polarization. Awards: Best Paper Award (AERA Social Studies Research SIG, 2020) W. Taylor Reveley III Interdisciplinary Faculty Fellow (2016–2019) Plumeri Award for Faculty Excellence (2017) Grants & Projects: Leads the IES-funded PurpleState initiative to combat political polarization through educational simulations. Co-authored Teaching Difficult History Through Film (2017) and co-edited curricula like Project Civis . Labs/Teams: Active in the Wisconsin Center for Education Research and collaborates with institutions like the National Council for the Social Studies (NCSS).

Stephanie McWilliamsمشاهده پروفایل

استادیار

• Clinical Psychology
• Youth Mentorship
• Sport and Exercise Psychology
• +۵ مورد دیگر

Stephanie McWilliams is a Service Assistant Professor in the Department of Psychology at West Virginia University's Eberly College of Arts and Sciences. She also serves as Director of the Quin Curtis Center, contributing to clinical and community mental health initiatives. Licensed as a psychologist in West Virginia and certified as a Certified Mental Performance Consultant (CMPC), Dr. McWilliams integrates clinical and performance psychology in her work with youth. Her educational background includes a Ph.D. in Kinesiology with a specialization in Youth Mentorship from West Virginia University (2019), a Master’s in Clinical Psychology from Columbia University (2003), and a post-Master’s certificate in Sport and Exercise Psychology from California University of Pennsylvania (2012). She has been teaching at WVU since 2013. Dr. McWilliams' research centers on the role of mentorship in enhancing the well-being and performance of youth athletes. She also investigates how integrating mental health services into camp environments—such as 4H and Boy Scouts—can foster positive youth development outcomes. Her work bridges clinical psychology, sport psychology, and community health, especially in rural contexts. The available information does not include recent publications, making it difficult to assess specific trends in her scholarly output. However, her research topics suggest interdisciplinary engagement across psychology, education, and public health domains. She has not been mentioned as receiving any scientific awards or honors in the provided text. Dr. McWilliams teaches Psychology 364 (Psychology of Adjustment) and Psychology 491 (Professional Field Experience), providing students with applied and foundational knowledge in clinical and adjustment psychology. There is no information available about her advising graduate students or securing research grants. As Director of the Quin Curtis Center, she leads initiatives aimed at improving mental health services and community engagement, likely involving interdisciplinary teams focused on youth and rural mental health outreach.

• Comparative Education
• Andragogy
• Psychopedagogy
• +۵ مورد دیگر

Stéphanie Breton est professeure agrégée à la Université de Sherbrooke depuis 2024 et spécialiste en éducation comparée, andragogie et psychopédagogie. Ses recherches portent sur l'inclusion scolaire, les difficultés d'apprentissage, l'éducation des adultes et la formation professionnelle. Doctorat en éducation (2018), Université de Sherbrooke Maîtrise en sciences de l'éducation (2007), Université de Sherbrooke Baccalauréat en adaptation scolaire et sociale (2004), Université de Sherbrooke Ses travaux récents incluent l'analyse des parcours d'apprentissage des élèves en formation professionnelle (FP) au Québec, avec un accent sur l'équité sociale, les transitions scolaires-professionnelles, et les pratiques inclusives. Elle explore également les spécificités des interventions pédagogiques en contexte de mixité sociale. Les publications de Breton révèlent une expertise en formation professionnelle , équité éducative , et interactions parent-enfant , notamment via des études sur l'impact des pratiques paternelles en éveil à la lecture. Ses recherches couvrent 15 articles récents sur des thèmes comme la différenciation pédagogique, les parcours concomitants (secondaire-FP), et l'accompagnement des élèves vulnérables. Distinctions et financements Bourse CRSH pour doctorat (2011) Bourse de la Faculté d'éducation de l'UdeS (2008) Subventions FRQSC et ministérielles pour des projets sur la FP inclusive (2018-2028) Elle a enseigné des cours sur l' inclusion scolaire , la différenciation pédagogique , et la relation élèves-enseignants . En tant que cochercheure principale, elle a supervisé des projets sur les pratiques éducatives en FP, avec un financement total dépassant 314 645$. Elle collabore régulièrement avec des organismes québécois en santé sociale et éducation.

Slavisa Radovićمشاهده پروفایل

پژوهشگر ارشد

• Educational Theory
• Educational Technology
• Pedagogy
• +۱۱ مورد دیگر

Dr. Slavisa Radović is a Research Fellow at the Center of Advanced Technology Assisted Learning and Predictive Analytics (CATALPA) at University of Hagen (Distance Education), where he has conducted research since March 2022. His primary focus involves the Adaptive Personalized Learning Environments (APLE II) project, investigating how emerging educational technologies can enhance students' reflection and self-regulation capabilities in learning contexts. Dr. Radović earned his PhD from the Open University of the Netherlands (Faculty of Educational Sciences), with his thesis titled 'Improving experiential learning environments in higher education: more authentic, reflective and collaborative (mARC) instructional design' (2018-2022). His academic journey includes research visits to University of Aix-Marseille (2017), University of Ioannina (2015-2016), Vrije Universiteit (2014-2015), and Lancaster University (2014). Dr. Radović's research spans multiple interconnected domains within educational science, with primary focus on leveraging technology to create effective learning experiences. His work investigates self-regulated learning, experiential learning environments, and innovative instructional design, examining the interplay between technological tools, pedagogical approaches, and student cognitive processes. He specializes in integrating reflection and collaboration mechanisms within digital learning environments, particularly addressing challenges in distance and online education contexts where these elements are difficult to implement. Analysis of Dr. Radović's publication record reveals a clear research trajectory centered on self-regulated learning in technology-enhanced environments. His work has evolved from theoretical frameworks like the mARC instructional design model toward practical implementation and evaluation tools such as the SRL-S Rubric. Recent research incorporates learning analytics and emerging technologies including generative AI to assess and support self-regulated learning processes. His publications span multiple high-impact journals across educational technology, learning sciences, and higher education research, demonstrating interdisciplinary relevance. Dr. Radović maintains active collaborations, most notably with Dr. Nils Seidel at University of Hagen, resulting in numerous co-authored publications and shared research projects. His work bridges theoretical educational research with practical implementation, as evidenced by contributions to educational software development including the SERIAL2 plugin for Moodle. Within CATALPA, he contributes to the center's mission of developing innovative approaches for personalized and adaptive learning environments, particularly addressing challenges of distance education.

• Contemporary Poetics
• Gender Studies
• Sexuality Studies
• +۶ مورد دیگر

Heather Milne is an Associate Professor at the Cultural Studies Faculty , University of Winnipeg. Her work bridges contemporary poetics, queer theory, and cultural studies, focusing on intersections of gender, sexuality, and affect. Co-director of the SSHRC-funded Museum Queeries project Member of the international Thinking Through the Museum partnership Her research examines neoliberalism, posthumanism, and queer ecopoetics in North American feminist poetry. She has authored Poetry Matters: Neoliberalism, Affect, and the Posthuman in Twenty-First Century North American Feminist Poetics (2018) and co-edited Prismatic Publics: Innovative Canadian Women’s Poetry and Poetics (2009). Recent publications analyze works by Syd Zolf, Sina Queyras, and Juliana Spahr, exploring affective economies and political lyricism. Current projects include the forthcoming Museum Queeries volume (Jagiellonian University Press) and a 2024 special issue of Canadian Literature on feminist criticism. Teaching areas include: Queer Literature Women’s Writing Poetics Cultural Theory