جستجوی استاد راهنمای دانشگاهی

Elaine J. Francisمشاهده پروفایل

استاد

• Syntax
• Psycholinguistics
• Relative Clauses
• +۵ مورد دیگر

Elaine J. Francis is a Professor of English and Linguistics at Purdue University, where she also serves as the Associate Head of the Department of English. She holds affiliate appointments in the Department of Linguistics and the Department of Speech, Language, and Hearing Sciences. At Purdue, she directs the Experimental Linguistics Lab and teaches linguistics courses at both graduate and undergraduate levels. Francis completed her B.A. in Linguistics at the College of William and Mary in 1993, followed by her M.A. (1995) and Ph.D. (1999) in Linguistics at the University of Chicago under the direction of Salikoko Mufwene. Her dissertation examined variation among members of the same lexical category in English using Sadock's Autolexical Grammar framework. Prior to joining Purdue in 2003, she served as an Assistant Professor at the University of Hong Kong from 1999 to 2002, where she collaborated with Stephen Matthews on research concerning syntactic categories and relative clauses in Cantonese. Her research focuses on syntax and its interfaces with semantics, discourse information structure, and language processing in production and comprehension. Francis employs experimental methods to investigate syntactic, semantic, discourse-pragmatic, and cognitive factors underlying the grammar and usage of complex sentence structures. Her specific interests include word order alternations, filler-gap dependencies, resumptive pronouns, relative clauses, grammatical categories, and syntactic alternations. She has published extensively in top linguistics journals including Language and Cognition, Glossa Psycholinguistics, Linguistics, Lingua, Cognitive Linguistics, and the Journal of Psycholinguistic Research. Analyzing her recent publications reveals a consistent focus on experimental approaches to syntactic phenomena. Her work demonstrates a strong interest in gradient acceptability, syntactic priming, cross-linguistic comparison (particularly involving English and Cantonese), and the relationship between grammatical theory and language processing. Her 2022 book Gradient Acceptability and Linguistic Theory represents a major contribution that synthesizes experimental findings with theoretical linguistics frameworks. Francis plays an active role in the broader linguistics community. She regularly teaches short courses at the Linguistic Society of America Linguistic Institutes, serves on the LSA Ethics Committee, and is on the editorial board of Glossa Psycholinguistics. She has also edited several books and special journal issues, including Mismatch: Form-Function Incongruity and the Architecture of Grammar (2003) and Polymorphous Linguistics: Jim McCawley's Legacy (2005). As an educator and administrator, Francis has supervised numerous graduate students and currently serves as Associate Head of the Department of English at Purdue. Her Experimental Linguistics Lab provides research opportunities for students interested in the intersection of theoretical syntax and experimental methodology. While she recently announced she will not be accepting new graduate students for the 2025-2026 cycle, her established mentorship record demonstrates her commitment to training the next generation of linguists. The Experimental Linguistics Lab, which she directs, serves as a hub for research combining theoretical linguistics with experimental methods. Her collaborative work extends across disciplines, including collaborations with researchers in speech-language pathology, cognitive science, and computational linguistics, reflecting the interdisciplinary nature of modern linguistic research.

Maisha T. Winnمشاهده پروفایل

استاد

• Restorative Justice in Education
• Black Education and Literacy Studies
• Social Justice and Equity in Education
• +۴ مورد دیگر

Maisha T. Winn serves as the Excellence in Learning Graduate School of Education Professor at Stanford University and is Faculty Director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She leads the Futuring for Equity Lab as Principal Investigator and holds significant leadership positions including President-Elect of the American Educational Research Association and membership in the National Academy of Education. Dr. Winn's research examines how non-dominant youth and communities develop literate trajectories across historical and contemporary settings. As an ethnographer by training, she investigates how communities depicted as under-resourced create their own educational practices, processes, and institutions. Her scholarship bridges historical analysis with contemporary educational practice to build more just, collaborative, and equitable futures in education. Her work spans restorative justice in education, Black literacy studies, and transformative justice approaches, with particular attention to the school-to-prison pipeline, independent Black institutions, and futures-oriented educational frameworks. Dr. Winn analyzes how historical educational models can inform contemporary practices that center community knowledge and cultural identity. Andrew W. Mellon Fellow at CASBS (2022-23) American Educational Research Association Fellow Member of the National Academy of Education Dr. Winn advises doctoral students including Christina Hewko and Misbah Naseer, and leads research initiatives focused on educational equity. Her Futuring for Equity Lab develops frameworks for understanding how marginalized communities have historically created educational spaces that affirm their identities and knowledge systems, with direct implications for contemporary educational practice and policy. Her research team collaborates with community organizations and schools to translate scholarly insights into practical applications that promote educational justice, particularly in areas of school discipline reform and literacy education for marginalized youth.

• History of work
• History of intellectual work (1600-1900)
• History of disciplines
• +۷ مورد دیگر

Dinah Ribard is a Director of Studies at the École des Hautes Études en Sciences Sociales (EHESS), working within the Centre de Recherches Historiques (CRH). She serves as Center Director for the GRIHL (Groupe de recherche interdisciplinaire sur l'histoire du libéralisme) research group. Her academic career has been dedicated to the historical study of work, intellectual practices, and cultural production from the early modern period through the 19th century. Ribard completed her thesis in December 2000 at the University of Paris III - Sorbonne Nouvelle under the direction of Alain Viala, entitled "Live Tell Think. Research on the literary status of the philosopher: the Lives of philosophers in France 1650-1766." She was formerly a student at the École Normale Supérieure (Ulm) and holds a degree in Modern Literature. Prior to her position at EHESS, she served as an ATER (Attaché Temporaire d'Enseignement et de Recherche) at Paris III University from 1999 to 2001 and taught at Lycée Jacques-Feyder in Epinay sur Seine from 2001 to 2003. Ribard's research focuses on the history of work from multiple perspectives - examining both intellectual work (1600-1900) and material labor. She investigates how work has been conceptualized, narrated, and institutionalized throughout history. Her work explores the relationship between knowledge production and labor, analyzing how different professions and social statuses have shaped intellectual and cultural practices. She examines the historical construction of disciplines, professions, and social classifications, with particular attention to how writing practices intersect with work identities. Her recent publications reveal a consistent focus on the relationship between writing, work, and social identity across the early modern and modern periods. Ribard's scholarship demonstrates how textual practices were embedded in specific work contexts, from artisanal workshops to academic institutions. Her work shows how literary forms were used to construct professional identities and how writing practices served as forms of political action. She has made significant contributions to understanding the historical relationship between intellectual labor and material production. Ribard has published extensively, including the notable 2023 book "Le Menuisier de Nevers. Poésie ouvrière, fait littéraire et classes sociales (XVIIe-XIXe siècle)" which examines how working-class poetry was historically constructed and marginalized. Her scholarship challenges traditional literary classifications and reveals how social categories have been historically produced through cultural practices. As Director of Studies at EHESS, Ribard supervises doctoral students and contributes to the academic training of historians. She co-responsible for the Grihl seminar and teaches courses at EHESS on topics including "Writings of the Past. Literature and History: Methods, Theories, Fields" and "History and stories of work." Her teaching reflects her research interests in the intersection of literary practices, historical methodology, and social analysis. Within the CRH, Ribard is affiliated with the GRIHL research group, which focuses on the interdisciplinary history of liberalism. Her work bridges historical, literary, and sociological approaches to understanding the development of social and intellectual categories. Through her research, teaching, and institutional leadership, Ribard has made significant contributions to the historical understanding of work, knowledge production, and cultural classification.

Matthew Santaمشاهده پروفایل

استاد

• Music Theory
• Post-Tonal Analysis
• Diatonic Set Theory
• +۴ مورد دیگر

Matthew Santa serves as Professor of Music Theory and Chair of the Music Theory and Composition Area at Texas Tech University School of Music, with prior teaching appointments at Queens College and Hunter College. His leadership shapes curriculum development and academic initiatives within the department. Academic credentials include advanced degrees from Louisiana State University and The City University of New York, establishing foundational expertise in theoretical frameworks and analytical methodologies. Research focuses on post-tonal analysis , diatonic set theory , and parsimonious voice leading , bridging complex theoretical concepts with practical pedagogy. His work integrates popular music analysis and metrical studies, emphasizing accessibility for diverse learners through innovative teaching resources. Publications demonstrate evolving scholarly trends from late-20th century set theory toward contemporary applications in musical form and rhythm. Recent textbooks synthesize Rothstein, Krebs, and Mirka's theories into unified analytical approaches for undergraduate and graduate education. Scientific recognition includes: MTSNYS Young Scholar Award (1998) Mentorship encompasses graduate and undergraduate students across composition and theory disciplines, though specific advisees aren't documented in source materials. No grant funding details appear in available records. Collaborative projects include the Flute/Theory Workout series with Lisa Garner Santa and Thomas Hughes, blending performance technique with theoretical concepts through MIDI accompaniment systems.

Kajri Jainمشاهده پروفایل

استاد

• Indian Visual Culture and Contemporary Art
• Modern and Contemporary India
• Image Theory
• +۷ مورد دیگر

Kajri Jain is a Professor of Indian Visual Culture and Contemporary Art at the University of Toronto . She holds undergraduate appointments in the Department of Visual Studies (UTM) and graduate appointments in the Department of Art (St. George) , with cross-appointments at the Institute for Cinema Studies and the Centre for South Asian Studies . Education: PhD, Art History and Theory, University of Sydney MA, Art History and Theory, University of Sydney PEP, Visual Communication, National Institute of Design, Ahmedabad Research Interests: Jain’s work explores how images derive meaning not just from their visual content but from their production, circulation, and material use. Her research spans modern and contemporary Indian visual culture , including bazaar icons, monumental statues, theme parks, and representations of nature in religious and popular contexts. She employs ethnographic methods to examine the intersections of religion, politics, commerce, and aesthetics in postcolonial India. Her teaching and writing critically interrogate the legacies of European Romanticism and secular modernism in art history and visual studies. Publications & Themes: Jain has authored two major monographs— Gods in the Time of Democracy (2021) and Gods in the Bazaar (2007)—and numerous essays on topics such as mass reproduction, political iconography, urban nature, and postcolonial aesthetics. Her articles consistently engage with image theory, postcolonial critique, and the sensory politics of caste and religion in visual culture. Scientific Awards: No specific awards listed in the provided text. Advising & Affiliations: While no specific students are named, Jain teaches a wide range of undergraduate and graduate courses and is affiliated with multiple research centers at the University of Toronto. Her work bridges departments and disciplines, fostering interdisciplinary dialogue in South Asian visual studies. Labs & Teams: Jain is associated with the Graduate Department of Art History and the Centre for South Asian Studies at the Munk School of Global Affairs and Public Policy, University of Toronto.

Jerry K. Hoepnerمشاهده پروفایل

استاد

• Cognitive-Communication Disorders
• Aphasia Rehabilitation
• Traumatic Brain Injury Rehabilitation
• +۵ مورد دیگر

Dr. Jerry K. Hoepner serves as Professor and Assistant Chair in the Department of Communication Sciences and Disorders at the University of Wisconsin - Eau Claire's College of Health and Human Sciences, where he has taught full-time since 2007 after beginning part-time in 2003. His roles include Student Engagement Coordinator and CSD Ambassadors Advisor, with clinical supervision remaining integral to his work. His educational foundation includes a Ph.D. in Communication Sciences and Disorders from the University of Wisconsin - Madison, an M.S. in Communication Sciences and Disorders from UWEC, a B.S. in Psychology from Minnesota State University - Mankato, and an A.A. from Bethany Lutheran College. He holds ASHA Certification (CCC-SLP) and Wisconsin State Licensure. Dr. Hoepner's research pioneers video self-modeling interventions, counseling methodologies, and healthcare perceptions for individuals with acquired cognitive-communication disorders, particularly traumatic brain injury (TBI) and aphasia. His innovative work encompasses the Chippewa Valley Aphasia Camp, Thursday Night Poets collective, and TBIconneCT/FUNconneCT social communication interventions. As co-founder of ASHA SIG20 for Counseling in CSD and the UWEC CSD SoTL Lab, he bridges scholarship with clinical practice while editing Teaching and Learning in Communication Sciences and Disorders . His publication trajectory reveals intensifying focus on qualitative analysis of patient experiences, project-based rehabilitation techniques, and counseling integration within SLP practice, with recent work examining poetry interventions, telehealth delivery, and sociolinguistic assessment frameworks. His distinguished recognition includes: ASHA Fellow designation (2021) UW System Regent's Teaching Excellence Award (2020) CAPCSD Distinguished Contribution Award (2023) Aphasia Access President's Award (2023) Multiple mentoring and scholarly honors Dr. Hoepner has mentored countless undergraduate research projects and graduate committees while securing federal TBI grants. His clinical leadership extends through Aphasia Access podcast contributions and statewide intervention programs that transform rehabilitation paradigms. His laboratory initiatives—including the SoTL Lab and project-based brain injury groups—embody his commitment to experiential learning, where students engage in camp immersion, clinical apprenticeships, and community-driven research that reshapes neurorehabilitation practices.

Michael Warnerمشاهده پروفایل

استاد

• Early American Literature
• Print Culture
• Public Sphere Theory
• +۱۲ مورد دیگر

Michael Warner is the Seymour H. Knox Professor in the Department of English at Yale University, where he holds a prominent position in literary and cultural studies. His work bridges scholarship, theory, and public intellectual engagement across disciplines such as early American literature, queer theory, and the sociology of secularism. His research focuses on the interplay between media, reading practices, and the formation of social worlds. Warner explores how publics and counterpublics emerge through print culture and communication, with significant contributions to understanding the evangelical public sphere and the cultural roots of secularism in America. His interdisciplinary interests extend to new media, intellectual property, and political discourse. The recent articles reflect a strong trend in cultural and literary theory, with deep attention to public discourse, identity formation, and interpretive practices. Warner's work consistently engages with philosophical and historical dimensions of literature, often challenging normative frameworks in reading and social belonging. Co-editor, Varieties of Secularism in a Secular Age (Harvard University Press, 2010) Author, The Evangelical Public Sphere in Eighteenth-Century America (forthcoming, University of Pennsylvania Press) Author, Publics and Counterpublics (Zone Books, 2002) Author, The Trouble with Normal (Harvard University Press, 2000) Editor, The Portable Walt Whitman (Penguin, 2003) Warner has advised numerous graduate students and has been involved in major scholarly collaborations, though specific names are not listed. He has received support for his research through academic lectureships, including the Rosenbach Lectures (2009), and editorial projects with leading university presses. His work continues to influence both literary studies and social theory. He is associated with advanced research in secular culture and public discourse, particularly through his current book projects and lecture series. His intellectual leadership positions him at the center of debates on religion, modernity, and democratic public life.

Ana Paulina Leeمشاهده پروفایل

استادیار

• Literature and the social imagination in the Americas
• Slavery, emancipation, and the legacies of colonialism
• Magic and the state in Latin American cultural texts
• +۳ مورد دیگر

Ana Paulina Lee is an Assistant Professor of Writing and Digital Humanities in the Comparative Literature, English, and Creative Writing Department at the American University of Paris. She joined AUP in 2025 after teaching Latin American literature and culture at Columbia University for eight years and serving as a Mellon Postdoctoral Fellow at Tulane University. Her interdisciplinary scholarship bridges literature, history, law, and urban studies with particular focus on marginalized narratives in the Americas. Ph.D. from University of Southern California M.A. from New York University B.A. from Binghamton University Professor Lee's research examines how stories—archival, fictional, oral—shape legal imagination, social life, and urban experience in the Americas. She specializes in the intersections of magic, law, and literature in Latin America, with particular focus on Asian and African diasporas in Brazil. Her work traces how narrative functions as both historical record and catalyst for social transformation, exploring themes of slavery, emancipation, colonial legacies, and urban memory. She approaches these topics through interdisciplinary lenses combining literary analysis with histories of labor, migration, and performance. Lee's recent publications reveal a consistent focus on marginalized narratives and their impact on social structures. Her scholarship connects legal history with cultural production, showing how magical thinking and narrative practices shape urban spaces and social relations. Works like 'Urban Sorcery, Segregation, and Spectacle in Twentieth-Century Rio de Janeiro' and 'Black Magic City' demonstrate her innovative approach to understanding the relationship between occult logics and legal frameworks in Brazilian contexts. Her research on diasporic communities, particularly Chinese and Japanese experiences in Latin America, contributes significantly to transnational and comparative race studies. David B. Larson Fellowship in Health and Spirituality, Kluge Center, United States Library of Congress (2025-2026) National Endowment for the Humanities Fellowship (2025) Social Sciences Research Council, Inaugural Recipient of Interdisciplinary Projects in the Social Sciences (2020-2023) Institute for Ideas and Imagination Fellowship, Columbia University in Paris, France (2021-2022) Provost's Tsunoda Senior Fellowship, Visiting Scholar, Waseda University, Tokyo, Japan (2019) Heyman Center Fellow, The Heyman Center for the Humanities, Columbia University (2017-2018) Fulbright, Lisbon, Portugal (2013-2014) Professor Lee's scholarly activities have been generously supported by major research grants from the National Endowment for the Humanities, the Social Sciences Research Council, and the Library of Congress. Her work demonstrates a commitment to interdisciplinary approaches that bridge humanities and social sciences, particularly through projects examining intersections of race, migration, and cultural production in the Americas. Her publication 'Socially Engaged Oral History Pedagogy Amid the COVID-19 Pandemic' indicates a strong commitment to innovative teaching methods and community-based research. While specific details about current advisees aren't provided, her research program suggests engagement with graduate students interested in diaspora studies, urban history, and literary-cultural analysis. Though not explicitly mentioned in the available information, Professor Lee's research on urban spaces, magic, and law in Brazil likely involves collaborative work with scholars across disciplines. Her participation in centers like the Institute for Ideas and Imagination at Columbia University suggests engagement with interdisciplinary research communities focused on global cultural production and social transformation. Her work contributes to ongoing conversations about how narrative practices shape legal frameworks and social structures in the Americas, particularly regarding racial formation and diasporic experiences.

Jennifer Del Neroمشاهده پروفایل

استادیار بالینی

• Literacy Education
• Adolescent Literacy
• Gothic Literature in Education
• +۳ مورد دیگر

Jennifer Del Nero is a Clinical Assistant Professor at The College of New Jersey (TCNJ) within the Department of Special Education, Language, and Literacy in the School of Education. Her academic focus centers on literacy education, particularly through the lens of Gothic literature and popular culture. She has taught courses including Lit Strat, Assess & Instr , Internship II , and Exploring Classroom Communities . Ph.D. in Literacy Education, Rutgers University (2015) M.A. in English Literature, Rutgers University (2007) B.S. in Elementary Education/English, The College of New Jersey (2003) Her research explores adolescent literacy, creative writing instruction, and the integration of popular culture into reading curricula. She emphasizes aesthetic transactions with texts, using Gothic themes to foster critical thinking and engagement. Key publication themes include Gothic texts in literacy development, reading motivation, and interdisciplinary teaching. She has presented at conferences like the International Literacy Association (ILA) and American Reading Forum (ARF). Scientific Awards: Graduate Thesis with Distinction (2015) Edward Frye Endowed Graduate Fellowship (2012) Rutgers Graduate School of Education Research Fellowship (2012) Del Nero’s career includes roles as a literacy coach and teacher in New Jersey schools, alongside academic work at TCNJ and Rutgers University.

Laura Beeritsمشاهده پروفایل

دانشگاهی

• Student Writing Practices
• Teaching Assistant Pedagogy
• Contemporary American Coming-of-Age Novel
• +۳ مورد دیگر

Laura Beerits is an Associate Teaching Professor in the English Department and Director of the Writing Center at Northeastern University’s College of Social Sciences and Humanities (CSSH). She holds a PhD in English from the University of Texas at Austin, along with an MA in Rhetoric and Writing and a BA in English from Middlebury College. Her research focuses on student writing practices, teaching assistant pedagogy, and contemporary American coming-of-age novels. She received the College of Engineering (COE) Outstanding Teacher of First-Year Engineering Students Award in 2019. Beerits teaches courses including Advanced Writing in Business Professions, First-Year Writing, and Introductory First-Year Writing, emphasizing professional writing skills and workshop-based learning. She oversees the Writing Center, supporting student writing development across disciplines. Office hours are held Wednesday 4:30–5:30pm and Friday 12–2pm. Education: PhD in English, University of Texas at Austin MA in Rhetoric and Writing, University of Texas at Austin BA in English, Middlebury College Research Interests: Beerits explores how students construct self-referential language in academic writing, the training of teaching assistants, and literary themes in modern coming-of-age narratives. Her work bridges composition theory and literary analysis, with a focus on improving pedagogical practices in higher education. Awards: College of Engineering (COE) Outstanding Teacher of First-Year Engineering Students Award (April 2019) Advising & Grants: While no specific grants are listed, Beerits’ role in directing the Writing Center reflects her commitment to supporting student writing development institutionally. She collaborates with colleagues such as Professors Elizabeth Britt and Chris Gallagher in advancing writing education initiatives. Labs/Teams: As Director of the Writing Center, Beerits leads a team providing peer tutoring and resources for student writers across disciplines, emphasizing collaborative learning and critical feedback.

Elisa Segniniمشاهده پروفایل

مدرس ارشد

• Literary multilingualism
• Translation and circulation of Literary texts
• Self-Translation
• +۷ مورد دیگر

Dr. Elisa Segnini is a Senior Lecturer in Italian at the University of Glasgow, where she has been teaching since 2017. She holds an MA in Comparative Literature from the University of Bologna and a PhD from Toronto's Centre for Comparative Literature. Prior to joining Glasgow, she held academic appointments at Dalhousie University, Western University, and the University of British Columbia. Her research engages with current debates in Comparative Literature, with dual focus on fin-de-siècle culture (1880-1920) and contemporary fiction. She is particularly known for her work on literary multilingualism, translation studies, and decadence/modernism as transnational movements. Segnini co-edits the journal Comparative Critical Studies and co-directs the 'Multilingualism across the disciplines' Artlab at the University of Glasgow. Her research output shows a consistent focus on translation theory, Italian literature in global contexts, and fin-de-siècle studies. Recent publications demonstrate her expertise in Elena Ferrante's works, D'Annunzio's multilingual writing, and the transnational reception of Italian authors. Her scholarly approach bridges literary analysis with sociolinguistic perspectives, particularly regarding minority languages and constructed languages. Segnini has received research funding from prestigious organizations including SSHRC, AHRC, and HORIZON-MSCA. Her most recent grant in 2025 is a HORIZON-MSCA Doctoral Network as Co-I for 'Decadence for Doctoral studies' (DECADOCS) worth over €464,000. She serves on the executive board of the British Comparative Literature Association and has led numerous interdisciplinary projects, including networks on constructed languages. Her teaching portfolio includes courses on literary translation, literary multilingualism, self-translation, and transnational constructions of gender.

Thomas Lancasterمشاهده پروفایل

استاد آموزشی

• Academic Integrity
• Educational Technology
• Ethics in Education
• +۳ مورد دیگر

Dr. Thomas Lancaster is a Principal Teaching Fellow in the Department of Computing at Imperial College London, part of the Faculty of Engineering. He specializes in academic integrity, generative AI's impact on education, and combating contract cheating. His roles include Associate Dean at Staffordshire University and leadership positions at Coventry University and Birmingham City University. His research spans ethical AI use, plagiarism detection, and educational policy. He has authored numerous articles on cheating prevention and technology's role in academic integrity. His Orcid identifier is 0000-0002-1534-7547, and he can be reached at t.lancaster@imperial.ac.uk. Research Interests: Lancaster focuses on the intersection of technology and academic ethics, including generative AI's implications for student work, digital watermarking, and social media's role in enabling cheating. He advocates for staff-student partnerships to strengthen integrity frameworks and has pioneered methodologies for detecting source code plagiarism from online repositories. Publications: His recent work highlights global comparisons of cheating industries, the evolution of AI-driven cheating threats, and policy development to address historical misconduct. He emphasizes practical solutions for institutions, such as leveraging AI tools ethically and enhancing detection systems. Professional Contributions: As a leader in computing education, Lancaster has improved placement-year support for students and developed strategies to address transnational education challenges. His work on the SEEPAI project in Southeast Europe underscores his global impact.

Joanne L. DeToreمشاهده پروفایل

دانشیار

• Diversity and Inclusion
• Gender Studies
• Race and Ethnicity
• +۱۲ مورد دیگر

Joanne L. DeTore is a tenured Associate Professor in the Department of Humanities and Communication at the College of Arts and Sciences, Embry-Riddle Aeronautical University, Daytona Beach campus. She previously held academic and leadership roles at Eastern Florida State College, including Chair of the Department of Communications, and served as the University Director of Diversity Initiatives from 2007 to 2010, overseeing diversity programs across all campuses. Education: Harvard Graduate Certificate, Harvard University (2022) Ph.D., Southern Illinois University Carbondale (1998) M.A., College of Saint Rose (1990) B.S., Syracuse University (1987) Her research and teaching focus on diversity and inclusion, gender, race, ethnicity, motherhood, crisis communication, public relations, STEM/aviation and women, popular culture, film, and cross-cultural communication. Her interdisciplinary work bridges humanities and social sciences, emphasizing inclusive pedagogy and cultural critique. She has contributed extensively through scholarly articles, poetry, and book reviews, reflecting a unique blend of academic and creative expression. The recent publications show a strong thematic trend in identity, embodiment, cultural narratives, and educational engagement. Her work spans literary creativity, critical review, and empirical research in communication pedagogy, indicating a broad scholarly impact across humanities and education disciplines. Scientific Awards: Mentor of the Year for the College of Arts and Sciences (August 2024) Dr. DeTore has served as a mentor and advisor, recognized for her contributions to student development. While specific grants are not detailed, her role as former University Director of Diversity Initiatives suggests leadership in institutional programs and initiatives. Her academic trajectory reflects sustained engagement in both teaching excellence and diversity leadership. She is actively involved in scholarly and creative communities, contributing to journals such as Ovunque Siamo: New Italian-American Writing and VIA: Voices in Italian Americana , indicating affiliation with Italian-American cultural and literary networks.

Michael C. A. Macdonaldمشاهده پروفایل

دانشگاهی

• Ancient North Arabian languages and scripts
• Nabataean and early Arabic inscriptions
• Pre-Islamic Arabian epigraphy
• +۴ مورد دیگر

Michael C. A. Macdonald is a Research Associate at the Khalili Research Centre , Faculty of Asian and Middle Eastern Studies , University of Oxford . He is also an Honorary Fellow at Wolfson College, Oxford , and a Fellow of the British Academy . His work centers on the languages, scripts, and inscriptions of ancient Syria, Jordan, and Arabia, with a particular focus on pre-Islamic epigraphy and nomadic cultures. Research Interests: Macdonald's research spans a wide range of disciplines including epigraphy, linguistics, archaeology, and social history. His primary areas of expertise include: Ancient North Arabian scripts (e.g., Safaitic, Nabataean, Dadanitic, Hismaic) Literacy and the use of writing in pre-Islamic Arabia Rock art and iconography of ancient Arabia History of nomadic tribes in the Syro-Arabian desert Domestication and use of camels and equids in antiquity He has led or co-directed several major epigraphic and archaeological projects, including the Online Corpus of the Inscriptions of Ancient North Arabia (OCIANA) and the Badia Epigraphic Survey in Jordan. These initiatives involve extensive fieldwork, digital archiving, and collaborative international research. Scientific Recognition: Among his accolades, Macdonald has been elected Fellow of the British Academy , one of the highest honors in the humanities and social sciences in the UK. Advising and Collaboration: While no specific PhD students are named, Macdonald collaborates closely with scholars such as Professor Ahmad Al-Jallad and has co-directed projects with researchers from Saudi Arabia, Germany, and Jordan. His work has been supported by major grants, including from the UK’s Arts and Humanities Research Council (AHRC) . Labs and Teams: Macdonald is the founder and co-academic director of OCIANA , now based at Ohio State University. He also leads the UK section of the Saudi-British-German Epigraphy and Landscape in the Hinterland of Taymāʾ project.

Donnacha M. Dennehyمشاهده پروفایل

استاد

• Composition
• Opera
• Experimental Music Theatre
• +۵ مورد دیگر

Donnacha M. Dennehy is a Professor of Music at Princeton University and Director of the Princeton Sound Kitchen. Previously a tenured lecturer at Trinity College Dublin, he was appointed a Global Scholar at Princeton University in Autumn 2012 and joined the music faculty in 2014. Dennehy founded Crash Ensemble, Ireland's renowned new music group, in 1997 after returning to Ireland from studies in the USA, France, and Holland. Dennehy's research interests focus on contemporary composition with particular emphasis on opera, experimental music theatre, overtone series exploration, and ensemble music. His work bridges traditional composition with innovative approaches to sound and performance, often incorporating elements of Irish musical tradition within contemporary frameworks. He has developed a distinctive compositional voice that has earned him international recognition. His compositions have been performed at major festivals and venues worldwide including the Edinburgh International Festival, Royal Opera House London, Carnegie Hall New York, The Barbican London, and many others. Dennehy's work shows consistent exploration of narrative structures within contemporary classical music, with a particular interest in collaborations across artistic disciplines including theatre, visual arts, and literature. Scientific Awards: Elected to Aosdána (Ireland's Academy of Creative Artists), 2005 Fulbright Scholarship Irish Times Theatre Award for best opera (for The Last Hotel), 2015 International Rostrum of Composers 'recommended' for Crane, 2010 Dennehy has received numerous commissions from prestigious organizations including Carnegie Hall, Wigmore Hall, Metropolitan Museum of Art, BBC, and RTE National Symphony Orchestra. His collaborations extend to renowned artists including Dawn Upshaw, Kronos Quartet, and writers Colm Tóibín and Enda Walsh. As Director of Princeton Sound Kitchen, he leads an ensemble dedicated to innovative contemporary music performance and creation. Dennehy's work with Crash Ensemble has been particularly influential in the new music scene, with their 2011 Nonesuch release of his music, Grá agus Bás, named by NPR as one of its '50 favorite albums' of 2011. His teaching at Princeton includes courses in composition, instrumentation, and music theory through performance.