Digital Writing Tools 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 ۷۲۱-۷۳۵ از ۳٬۸۰۰ استاد راهنما

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

NATALIA ÁLVAREZ MÉNDEZمشاهده پروفایل

دانشیار

University of León (ULE)Spain

Natalia Álvarez Méndez serves as Associate Professor in the Department of Hispanic and Classical Philology at the University of León's Faculty of Philosophy and Letters, specializing in contemporary Hispanic literary theory with emphasis on gender studies and fantastic narrative traditions. Education: Ph.D. in Literature, University of León (2001). Dissertation: "La dimensión espacial en la novela. El espacio en la novelística de Severiano Fernández Nicolás" supervised by Dr. José Enrique Martínez Fernández. Research Focus: Her scholarship pioneers the analysis of "monstruosidad insólita" (unusual monstrosity) as a non-mimetic strategy for destabilizing reality and identity constructs in 21st-century Hispanic narrative. She examines spatial representation in authors like Luis Mateo Díez and José María Merino, while advancing feminist critiques of postfeminist subversion in writers including Almudena Grandes and Patricia Esteban Erlés. Her work consistently bridges literary geography with gender theory. Publication Trends: Recent output (2023-2025) reveals concentrated exploration of monstrous figurations as tools for ideological critique, particularly in Spanish women's writing. She has edited seminal volumes mapping monstrosity across Hispanic narrative (1980-2022) while analyzing civil consciousness in Antonio Pereira's literary territories and the structural innovations of contemporary Spanish short fiction. Research Affiliation: Active member of GEIGhd (Estudios Literarios y Comparados. Insólito, Género y Humanidades Digitales), directing collaborative projects on digital humanities applications in literary studies of the uncanny.

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Peter Stromمشاهده پروفایل

دانشیار

Umea UniversitySweden

Peter Strom is an Associate Professor in the Department of Language Studies at Umeå University, specializing in Swedish and Scandinavian Studies. His academic roles include Deputy Director of Studies for Swedish/Nordic Languages and teaching/research focused on written language use in education, public institutions, and professional practices. He holds a PhD from 2017 on child welfare investigations, analyzing institutional texts through genre-analytical and power-critical lenses. Strom has served on academic committees, including as doctoral student representative at Linnæus University (2013–2016). His research interests center on literacy practices in schools, government communication reception, and teachers' professional writing. Key areas include participatory writing pedagogy, democratic education through literacy, and critical analysis of institutional documentation. Strom collaborates extensively with colleagues like Eva Lindgren and Per Boström, producing interdisciplinary work on topics ranging from sentence structure pedagogy to media discourse dynamics. Recent publications (2021–2024) emphasize participatory education frameworks, digital media effects on opinion formation, and the intersection of writing practices with civic engagement. His work bridges linguistic theory with practical educational applications, advocating for writing as a tool for empowerment and democratic participation.

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Rolf Kristian Baltzersenمشاهده پروفایل

استاد

Østfold University CollegeNorway

Rolf Kristian Baltzersen is a Professor at the Department of Education, ICT and Learning (PIL) at Østfold University College, within the Faculty of Education. He has been a faculty member since 2004, promoted to Professor in 2015. His academic journey includes a PhD completed in 2017 and a visiting scholar position at the University of Toronto (2012–2013). He has held roles such as Coordinator of the part-time Practical Pedagogical Education program and has contributed to projects like the Learning Networks in Østfold. His research focuses on Collective Intelligence, Open Educational Resources, Digital Storytelling, and Pedagogical Use of Technology. He emphasizes innovative teaching methods, including peer teaching and collaborative learning, and has developed open digital resources like Practice Guide in School and Digital Stories in School . His work integrates Cultural-Historical Activity Theory (CHAT) to explore reflective teaching practices and educational systems. Recent publications highlight themes like peer teaching in teacher education, collective problem-solving, and the role of technology in education. Baltzersen’s contributions span academic articles, books, and conference presentations, reflecting a commitment to advancing pedagogical practices and educational innovation.

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Sarah Fayeمشاهده پروفایل

مدرس

University of California, DavisUnited States

Sarah Faye is a Continuing Lecturer in the University Writing Program at the University of California, Davis. Her teaching emphasizes rhetorical analysis, genre studies, and student-centered pedagogy, with a focus on multilingual learners and online learning environments. She holds a BA in History from UC Davis, an MA in English from California State University, Sacramento, and multiple graduate certificates in teaching composition, TESOL, online writing instruction, and technical communication. Her research interests include contract grading, disability studies, the rhetoric of health and medicine, and the history of technical communication. Faye has presented widely at national and international conferences, exploring topics like inclusive grading practices, AI in technical communication classrooms, and multimodal assessment strategies. Her work prioritizes equitable pedagogy and inclusive learning environments across modalities, with a focus on fostering student agency through collaborative and transparent assessment systems. Recent presentations highlight innovations in hybrid course design, the ethical use of AI tools in education, and strategies for building online learning communities. Though no formal awards are listed, her extensive conference contributions demonstrate sustained engagement with cutting-edge educational practices and assessment methodologies.

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Joe Stoufferمشاهده پروفایل

دانشیار

Brandon UniversityCanada

Dr. Joe Stouffer is an Associate Professor in the Faculty of Education at Brandon University, holding the 2022 Senate Award for Excellence in Teaching. With over 30 years of experience as a classroom teacher and literacy specialist, his research focuses on children's literacy development, formative assessment, and teacher training. He chairs the Undergraduate Education Committee and has led professional development initiatives across Canadian school divisions. His PAWs writing assessment system is widely adopted, emphasizing practical, classroom-centered approaches. Dr. Stouffer earned his PhD from the University of British Columbia’s Department of Language and Literacy Education and has received the 2012 Stephen A. Stahl Memorial Research Grant. His work integrates theory and practice, offering workshops on literacy instruction, assessment, and leadership. He collaborates with educators nationwide, advocating for effective literacy strategies in diverse settings. Key contributions include analyzing reading recovery programs and addressing challenges in post-truth era literacy education. His publications span journals like The Reading Teacher and Language & Literacy , focusing on balanced literacy programs, teacher support, and curriculum innovation. Education: PhD from University of British Columbia (Language and Literacy Education) Key Roles: Literacy Consultant, Reading Recovery Teacher Leader, Literacy Coach Professional Development: Designed sessions on literacy stations, writer’s workshop, and instructional leadership Awards highlight his impact: the 2022 Senate Award and 2012 Stahl Grant recognize his contributions to teaching and research. His consulting work extends from Manitoba to Alberta, Ontario, and even Brazil, emphasizing practical solutions for classroom literacy challenges.

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Déborah Blockerمشاهده پروفایل

استاد

University of California, BerkeleyUnited States

Déborah Blocker is a Professor of French at the University of California, Berkeley, with affiliations in Italian Studies, the Berkeley Center for the Study of Religion, and the doctoral program in Romance Languages and Literatures. She holds a DEA in Political Science from Sciences Po Paris (1993), a Doctorat in French Literature (University of Paris III, 2001), and an HDR in Comparative Literature (University of Paris IV, 2017). Her research focuses on the social and political history of literary practices in early modern France and Italy, particularly the role of academies, theater, and philology in shaping aesthetic and intellectual discourse. Her major works include Instituer un ‘art’: politiques du théâtre dans la France du premier XVIIe siècle (2009) and Le Principe de plaisir: savoirs, esthétique et politique dans la Florence des Médicis (2022), the latter winning the Prix Monseigneur Marcel from the Académie Française in 2023. She has held fellowships at institutions like the Villa I Tatti (Florence) and the Freie Universität Berlin, and co-leads digital humanities projects on Florentine literary academies. Blocker serves on numerous academic committees, including LIBR at UC Berkeley and the executive board of the Berkeley Initiative for Free Inquiry. Her current projects explore the cultural roles of aristocratic families like the Strozzi and Montmorency, combining archival research with digital editions of Renaissance manuscripts.

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Steven R Hammerمشاهده پروفایل

دانشیار

Saint Joseph's UniversityUnited States

Steven R. Hammer is an Associate Professor at the Department of Communication and Media Studies , Saint Joseph’s University. His work bridges digital rhetoric , new media art , and disability studies , with a particular focus on how technological imperfections reveal cultural and pedagogical truths. Research Overview Explores glitch studies and dirty new media to critique techno-utopianism Develops critical making theories through circuit bending and hardware hacking Pioneers DIT (Do-it-Together) pedagogies for inclusive digital design Investigates sound studies intersections with writing instruction Key Contributions 2024 work on disability-informed technological design 2016 Wiley/IEEE publication on linguistics for global communicators 2015 Harlot journal collaboration 2015 Technoculture article on glitch composition Recognition 2017 Summer Research Grant recipient 2016 Michael J. Morris Grant awardee

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Brenta Blevinsمشاهده پروفایل

دانشیار

University of Mary WashingtonUnited States

Brenta Blevins is an Associate Professor of English Communication & Digital Studies at the University of Mary Washington. Her research and teaching focus on Writing Studies, Digital Studies, and emerging technologies like Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR), and Multimodality/Multiliteracy. She is based in Combs Hall, Room 329, and can be contacted at sblevin2@umw.edu. Her academic background includes a B.A. from Virginia Tech, an M.A. from Radford University, and a Ph.D. from the University of North Carolina at Greensboro. In her work, Blevins explores the intersection of digital tools and compositional practices, as evidenced by her recent publication in the Modern Language Association's edited volume Writing Changes: Alphabetic Text and Multimodal Composition .

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Regina Duthely-Barbeeمشاهده پروفایل

دانشیار

University of Puget SoundUnited States

Regina Duthely-Barbee serves as Associate Professor of English at the University of Puget Sound, teaching courses in digital rhetoric and writing alongside scholarly seminars examining language-power dynamics. Her academic credentials include: BA from St. John's University (2007) MA from CUNY Queens College (2011) PhD from St. John's University (2017) Dr. Duthely-Barbee's research centers on Black feminist rhetorics across 18th-21st century African American discourse, hip-hop pedagogy, and digital composition. She argues that Black women's strategic deployment of (dis)respectability politics in public spheres constitutes a liberatory practice, using Black feminist readings of popular culture and digital rhetorics to demonstrate how marginalized voices transform mainstream media through platforms like Twitter and blogs. Her work has been presented at major conferences including CCCC, Thomas R. Watson Conference, and Computers and Writing. Her publications reveal consistent focus on how digital counterdiscourses challenge academy-community boundaries, particularly through analyses of spaces like The Crunk Feminist Collective. The 2017 Changing English article and forthcoming Routledge Handbook chapter demonstrate her commitment to examining writing and technology as tools for social transformation through Black women's digital practices. Dr. Duthely-Barbee actively teaches Digital Writing (ENGL 240-A, Fall 2025) and language-power seminars from her Wyatt 335 office, maintaining engagement with real-world applications of rhetorical theory.

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Tom Leeمشاهده پروفایل

مدرس ارشد

University of South AustraliaAustralia

Tom Lee is a Senior Lecturer in Design Studies at the School of Design, University of Technology Sydney. His work explores the experiential intersections of technology, materials, and spaces within post-WWII consumer culture, particularly focusing on leisure practices in music, food, and exercise. PhD in Writing and Society (2012, University of Western Sydney) BA Hons (First Class) in Communications (Writing and Cultural Studies, 2007, UTS) Research spans design theory's philosophical underpinn'tions, narrative fiction's role in future scenarios, and critical examinations of consumer practices through repair frameworks. His 2021 publications include analyses of archetypal narratives, Australian architectural aesthetics, and insect soundscapes' psychological effects. Recent works address interdisciplinary connections between literature and design, such as numerical patterns across disciplines and material metaphors in Sebald's writing. He received the Marten Bequest Travelling Scholarship (2014) for creative pursuits. 2021: 5 publications 2020: 1 publication 2018: 4 publications 2017: 1 publication 2016: 3 publications 2015: 1 publication Lee's scholarship often juxtaposes urban infrastructure (e.g., Kiama's drystone walls, Sydney's Henry Deane Plaza) with broader cultural and technological shifts, examining how design mediates human-environment relationships through projects like fake tree radio towers and reclaimed quarries.

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J.J. Sylvia IVمشاهده پروفایل

دانشیار

Fitchburg State UniversityUnited States

J.J. Sylvia IV , Associate Professor of Communications Media at Fitchburg State University, specializes in posthuman media studies, digital ethics, and critical data analysis. Co-founder of Fitchburg State's Digital Media Innovation major and Social Media Master's program, he combines philosophical inquiry with technological experimentation through open educational resources, virtual reality, and generative AI applications. PhD in Communication, Rhetoric, and Digital Media (NCSU 2017) MA in Philosophy (USM 2009) BA in Communication & Philosophy (MSU 2005) His research explores: Platform epistemology and LiveJournal's role in Russian disinformation campaigns Posthuman approaches to media studies VR applications for racial microaggression empathy training Generative AI pedagogy Ethics of data-driven communication Recent publications examine algorithmic governance, epistemic sabotage, and posthuman ethics in media studies. His teaching philosophy emphasizes: Student-centered critical making Experiential learning through Greece fieldwork Hands-on technology engagement Democratic communication practices Major awards include: 2025 Massachusetts OER Gold Award 2025 OER & AI Fellowship 2022 ROTEL Grant for OER textbooks 2019 ECA Top Paper Award Current projects involve: Anti-fascist platform design research Epistemic resilience against disinformation International collaborations through the Alternative Social Media Researchers Network

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Jan Standkeمشاهده پروفایل

استاد

Technical University of BraunschweigGermany

Prof. Dr. Jan Standke serves as the Chair of Didactics of German Literature at the Institute of German Studies (Technical University of Braunschweig). He leads the Working Group for Youth Literature (AKJ) and chairs the Kritikerjury for the German Youth Literature Prize. Research focuses on contemporary children's/young adult literature Specializes in media culture's impact on literary education Examines self-writing practices in digital youth media Develops didactic frameworks for modern poetry and classical texts His 2024 publications address trigger warnings , Kafka's educational relevance , and autobiographical forms in youth media. As AKJ chairman, he advocates for literature that reflects societal challenges through aesthetic innovation. Email: j.standke@tu-bs.de Office: Room 132, Bienroder Weg 80, Braunschweig

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Michelle Fowler-Amatoمشاهده پروفایل

دانشیار

Old Dominion UniversityUnited States

Michelle Fowler-Amato is an Associate Professor at Old Dominion University, College of Arts & Letters, Department of English. Her expertise spans English Education, Literacy, Social Justice, Teacher Education, Professional Development, and Inquiry-based Instructional Models. Ph.D. in Curriculum and Instruction, The University of Texas at Austin (2015) M.A. in Curriculum and Instruction, The University of Texas at Austin (2010) B.A. in Secondary Education - Theatre and English, University of Maryland - College Park (1998) Her research focuses on equity and inclusion in English education through teacher-researcher collaborations, with grants including "Seeking Antideficit English Education Through Teacher/Researcher Collaborations" ($2,500, 2017-2019) and "Working On Equity and Inclusion in the English Class" ($3,000, 2018). Recent publications highlight linguistic justice, multilingual support, and socially just pedagogy, often exploring teacher-student partnerships and inclusive curricula. She received the 2023 Joel S. Lewis Award for Excellence in Student Mentoring and the 2021 English Leadership Quarterly Best Article Award. 2023 Joel S. Lewis Award for Excellence in Student Mentoring 2021 English Leadership Quarterly Best Article Award Her work emphasizes collaborative models for transforming English education, with no dedicated lab or team mentioned in available texts.

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Michael C Tinklerمشاهده پروفایل

دانشیار

Hobart and William Smith CollegesUnited States

Michael C. Tinkler is an Associate Professor of Art and Architecture and Chair of European Studies at Hobart and William Smith Colleges, where he has been a faculty member since 1999. He holds a Ph.D. from Emory University and a B.A. from Rice University. His academic home is in the Department of Art and Architecture within the College of Arts and Sciences, where he teaches a wide range of courses spanning from ancient to modern art, with a special focus on the medieval period. Education: Ph.D., Emory University B.A., Rice University His research centers on eighth- to tenth-century Europe, particularly the art and architecture of the Carolingian court, with sustained attention to inscriptions, the interplay between words and images, and sites such as the mosaics of Santa Prassede in Rome. He also investigates medieval badges, pilgrimage culture, Gothic Revival architecture in American colleges, and humor in the Middle Ages. His pedagogical interests include interdisciplinary teaching and the use of digital tools in art history education. The trends in his scholarly articles reflect a deep engagement with material culture, epigraphy, and visual rhetoric of the early medieval period. His work often bridges art history, literature, and religious studies, focusing on how symbols function in both sacred and secular contexts. Recurring themes include authority, literacy, devotion, and the body in medieval art. Michael Tinkler has presented widely at international conferences such as the International Congress on Medieval Studies in Kalamazoo and has organized sessions on medieval humor and pedagogy. He has directed the Rome study-abroad program and collaborates with colleagues on interdisciplinary courses, particularly with Professor Laurence Erussard in English. He maintains digital resources for students, including image databases and virtual bookshelves, and is active in developing teaching tools for medieval studies. Current Research and Projects Include: Early medieval inscriptions and word-image-space interactions Analysis of the mosaics of Santa Prassede, Rome Study of medieval badges, including pilgrimage and carnival badges Investigation of Gothic Revival architecture at Hobart and William Smith Colleges Pedagogical innovations in teaching medieval humor and interdisciplinary humanities Collaborative digital scholarship and online teaching resources

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Laura Robertsمشاهده پروفایل

عضو هیئت علمی

Worcester Polytechnic InstituteUnited States

Laura Roberts is an Assistant Teaching Professor in the Integrative and Global Studies department at Worcester Polytechnic Institute (WPI), within The Global School. She also serves as Director of the Worcester Community Project Center (WCPC), one of over 50 WPI project centers worldwide, where students conduct community-based research at the intersection of society and technology. BS, University of Connecticut – Social Policy and Human Development MPA, Seton Hall University – Nonprofit Management MEd, Eastern Nazarene College Her research and teaching focus on community engagement, project-based learning, food security, health equity, and qualitative research methods. She emphasizes practical, field-based learning and brings extensive nonprofit experience to her pedagogy. Roberts is a strong advocate for integrating social impact into STEM education. Her recent scholarly work centers on innovative teaching tools, particularly the use of AI in academic research and writing, and playful pedagogy for qualitative methods. She co-hosts the podcast Methods to our Madness , and has published and presented widely on AI literacy and educational innovation. President's IQP Award Honorable Mention (2020) Campus Compact Engaged Scholar (2023) Teaching Innovation Grant (2024) Center for Project Based Learning Faculty Fellow (2024) Morgan Center Professional Learning Community on Generative AI (2024–2025) Laura Roberts advises numerous student projects through WPI’s Interactive Qualifying Program and serves as faculty advisor for the WPI Food Recovery Network. She is actively involved in community initiatives, including refugee resettlement and the United Way Women's Initiative. Her work fosters strong university-community partnerships aimed at addressing local and global challenges.

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