Christopher Rea is a Professor of Modern Chinese Literature in the Department of Asian Studies at the University of British Columbia's Faculty of Arts. He serves as a faculty member and former Associate Head of the Department of Asian Studies, former Director of the Centre for Chinese Research, an associate of the Hong Kong Studies Initiative, and a Faculty Fellow of St. John's College. His academic journey includes a Ph.D. from Columbia University (2008) and a B.A. from Dartmouth College (1999). Rea's research focuses on the modern Chinese-speaking world, with particular expertise in Chinese literature, cinema, print culture, translation, and the cultural history of humor and deception. His scholarly approach bridges literary analysis, cultural history, and film studies, creating a distinctive interdisciplinary perspective on modern Chinese cultural production. He is particularly known for his work on Republican-era China (1912-1949), exploring how cultural forms evolved during this transformative period. His major publications reveal a trajectory from studies of humor and laughter in modern China ( The Age of Irreverence , 2015) to literary hoaxes and deception ( The Book of Swindles , 2017), Chinese cinema ( Chinese Film Classics , 2021), and research methodology ( Where Research Begins , 2022). His current projects include China on the Make: Stories of Chinese Deception and The Unfinished Comedy , a sequel to The Age of Irreverence . National Endowment for the Arts Translation Fellowship (2024) UBC Dean of Arts Mentorship Award (2024) UBC Killam Research Prize (2022) Joseph Levenson Book Prize (2017) Rea actively supervises graduate students and has developed significant digital resources, including the Chinese Film Classics project (chinesefilmclassics.org) featuring 40+ subtitled Chinese films and 22 video lectures, and a YouTube channel with over 250 videos on Chinese cinema and culture. His teaching extends to free online courses on The Modern Chinese Novel and early Chinese cinema, demonstrating his commitment to making scholarly resources accessible beyond traditional academic boundaries.
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Jiatao Guمشاهده پروفایل
استادیار
- Machine Learning
- Generative Models
- 3D Generation
- +۳ مورد دیگر
Jiatao Gu is an Assistant Professor in the Department of Computer and Information Science (CIS) at the University of Pennsylvania, with a part-time role as Staff Research Scientist at Apple (MLR). He holds a Ph.D. in Electrical and Electronic Engineering from the University of Hong Kong (2018) and a B.Eng. in Electronic Engineering from Tsinghua University (2014). His research focuses on generative machine learning and AI agent interaction with the physical world, emphasizing multi-modal systems spanning language, images, videos, and 3D. Key themes include efficient modeling , flexible architecture design , and scalable decision-making frameworks . 2025: ICLR paper on DART framework 2024: TMLR work on GFlowNet alignment 2023: NeurIPS research on diffusion stability 2022: ACL papers on speech translation Recent publications explore diffusion models for text-to-image synthesis, 3D reconstruction, and efficient sampling techniques. His work addresses fundamental challenges in attention mechanisms, entropy collapse, and multi-stage distillation while advancing non-autoregressive translation and vision-language reasoning . Prospective students can apply through his recruitment process at UPenn. Prior affiliations include Meta AI (FAIR Labs) and academic collaborations with institutions like New York University's CILVR Lab.
Heather Inwoodمشاهده پروفایل
دانشیار
Dr. Heather Inwood serves as University Associate Professor in Modern Chinese Literature and Culture within the Faculty of Asian and Middle Eastern Studies at the University of Cambridge. She is also a Fellow and Director of Studies at Trinity Hall, maintaining dual institutional affiliations that support her teaching and research activities across undergraduate and postgraduate programs. Her educational background includes a BA in Chinese Studies from the University of Cambridge (Trinity Hall), followed by advanced studies at Tsinghua University and Peking University, culminating in a PhD in modern Chinese literature from SOAS, University of London in 2008. Prior academic appointments include Assistant Professor at The Ohio State University (2008-2013) and Lecturer in Chinese Cultural Studies at the University of Manchester before returning to Cambridge in 2016. Professor Inwood's research program investigates the dynamic interactions between digital media and literary production in contemporary China, with particular focus on poetry communities, genre fiction, and transmedia storytelling. Her work bridges traditional literary analysis with digital humanities approaches, examining how online platforms transform authorship, reception, and cultural value. She has pioneered scholarship on internet poetry scenes, demonstrating their vitality despite public perceptions of poetry's decline in modern China. Her publication trajectory reveals a clear evolution from early work on poetry communities ( Verse Going Viral: China's New Media Scenes , 2014) toward broader investigations of digital narrative forms, game studies, and Sinophone cyberspace. Recent publications increasingly engage with science fiction, transmedia storytelling, and the algorithmic structures shaping literary production, reflecting both the changing digital landscape and her expanding methodological toolkit. Professor Inwood actively supervises five PhD students working on diverse projects spanning Misty poetry, queer narratives, gender studies, and poetic animality, demonstrating her commitment to nurturing next-generation scholarship in Chinese literary studies. Her research has been supported by British Academy Small Grants and similar funding mechanisms that enable sustained fieldwork and publication. Her teaching responsibilities include undergraduate courses on East Asian media and popular culture, Modern Chinese texts, and Modern Chinese literature, connecting classroom instruction directly to her research expertise. She also maintains public engagement through Chinese-language columns for BBC China and other media outlets, bridging academic and public discourse on contemporary Chinese culture.
Jill Campbell is Professor of English at Yale University specializing in 18th-century British literature across multiple genres including novels, drama, poetry, essays, and life writing. Her scholarship examines the construction of gender and interactions between literary expression and social forms. Major publications include 'Natural Masques: Gender and Identity in Fielding’s Plays and Novels' (1995). Current book projects analyze satiric representations of Lady Mary Wortley Montagu, Lord Hervey, and Alexander Pope, and explore literary engagements with social practices like conversational wit, hymn-singing, and instructional texts. Teaching interests include practical pedagogy for reading, writing, and interpretive skill development across educational levels.
Mohit Iyyerمشاهده پروفایل
دانشیار
Mohit Iyyer is an Associate Professor in Computer Science at the University of Maryland, College Park (UMD), affiliated with the Manning College of Information and Computer Sciences (CICS) and the CLIP lab. Previously, he held roles at UMass Amherst, AI2, and completed his PhD at the University of Maryland. His research focuses on advancing NLP and machine learning, particularly in long-context LLMs, factuality evaluation, and human-LLM collaboration. Education : PhD, Computer Science, University of Maryland, College Park (2017) MS, Computer Science, University of Maryland, College Park (2014) BS, Computer Science, Washington University (2012) Research Interests : His work emphasizes improving instruction-following in LLMs, evaluating long-form text, detecting AI-generated content, and enhancing LLM robustness. He actively explores multilingual LLMs, literary translation, and creative writing support through AI. Key Contributions : Developed influential frameworks like ELMo and QuAC, and introduced benchmarks such as BEARCUBS and BooookScore. His work on watermarking (PostMark) and adversarial attacks (OverThink) addresses security and reliability in AI systems. Awards & Recognition : NSF CAREER Award (2021) Samsung AI Researcher of the Year (2022) Best Paper Awards at NAACL 2018 and CCS 2023 Advising & Grants : Advises a dynamic research group and has received grants for projects like multilingual QA and long-context LLM evaluation. Collaborates with industry partners like AI2 and DeepMind. Labs & Teams : Leads the CLIP lab at UMD, focusing on foundational NLP research and applications in literature, dialogue systems, and computational storytelling.
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 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.
Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.
Libby Gerardمشاهده پروفایل
دانشیار مدعو
Libby Gerard is an Associate Adjunct Research Professor at the University of California, Berkeley School of Education and a Research Director for the Technology-Enhanced Learning in Science (TELS) Center. Her work focuses on leveraging innovative technologies to enhance science education through student idea capture, automated assessment, and teacher professional development. Doctorate in Educational Leadership (EdD), Mills College (2008) Bachelor’s in English Literature and Philosophy, Emory University (2000) Her research emphasizes: Automated scoring of student essays using NLP to improve science explanations Real-time instructional customization using embedded assessment data Technology-driven professional development for teachers and principals Social justice integration in science pedagogy Collaborative revision frameworks for inquiry-based learning K-12 education adaptation during the pandemic Recent publications highlight trends in educational technology for science learning, with a focus on NLP applications, interactive inquiry modules, and equitable teaching practices. She has authored studies in journals like Science , Review of Educational Research , and Computers & Education , often exploring how automated systems can enhance teacher-student dynamics. Scientific Awards : Best Paper Award at the AI4EDU Workshop (AAAI Conference, 2020) Libby leads funded projects such as: TIPS (NSF, 2021-2025): NLP for science education ARISE (Hewlett Foundation, 2020-2023): Anti-racism in science education STRIDES (NSF, 2018-2022): Responsive instruction for science teachers PLANS (NSF, 2015-2020): Automated learning support systems She contributes to teacher training through courses like Research Methods for Science Teachers and Apprentice Teaching in Science , emphasizing data-driven pedagogy and inquiry-based instruction.
- Bilingual Education
- Translanguaging
- Biliteracy
- +۷ مورد دیگر
Laura Ascenzi-Moreno serves as Professor of Bilingual Education and Bilingual Program Coordinator in the Childhood, Bilingual and Special Education Department at Brooklyn College, City University of New York (CUNY), School of Education. Her academic leadership focuses on developing educators capable of serving linguistically diverse student populations through equity-centered pedagogical frameworks. Her educational foundation includes a B.A. in Anthropology and Education from Swarthmore College (1994), an M.A. in Individualized Studies in Education from Harvard Graduate School of Education (1999), New York State Permanent Certification for PreK-6 (2002), a Bilingual ESL and Teacher Leadership Program from Bank Street College (2004), and a Ph.D. in Urban Education from CUNY Graduate Center (2012). Dr. Ascenzi-Moreno's research pioneers translanguaging applications across literacy instruction, assessment, and computational learning environments. She investigates how emergent bilinguals' linguistic repertoires can transform reading development, teacher knowledge construction, and multimodal assessment practices. Her work consistently centers equity through frameworks like syncretic reasoning and accompáñamiento, challenging deficit ideologies while promoting asset-based approaches to multilingual education. Analysis of her 2020-2024 publications reveals an accelerating interdisciplinary trajectory where translanguaging principles increasingly intersect with computer science education. This evolution demonstrates strategic expansion from foundational literacy research into computational literacies, with growing emphasis on co-design methodologies and teacher agency in developing multilingual CS curricula. Her scientific recognition includes the 2024 NCTE Outstanding Elementary Educator Award, Language Arts Distinguished Article Award, and major NSF grants totaling $1.3 million for computational literacy projects. Additional honors encompass Fulbright Scholarship work in Colombia, PSC-CUNY research awards, and Westinghouse Science Talent Search distinction. As Principal Investigator of NSF-funded PiLa-CS and former CUNY-NYSIEB Associate Investigator, she secures substantial grant support while mentoring teacher candidates. Her service includes NCTE Elementary Steering Committee leadership (2022-2026), journal reviewing, and Brooklyn's New York Teacher Table participation addressing educator recruitment/retention. Dr. Ascenzi-Moreno co-directs the Participating in Literacies in Computer Science project and maintains active collaboration with NYC schools through translanguaging professional development initiatives. Her work with the CUNY-NYSIEB project established foundational frameworks now implemented across New York bilingual programs.
- Multilingualism
- Translanguaging Pedagogy
- English as an Additional Language (EAL) Education
- +۴ مورد دیگر
Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.
Jay Crisostomoمشاهده پروفایل
دانشیار
Jay Crisostomo is an Associate Professor and Director of Graduate Studies at the University of Michigan's Department of Ancient Near Eastern Civilization and Languages and Civilizations within the College of Literature, Science, and the Arts. He holds the George G. Cameron Professorship. His research focuses on the languages and intellectual histories of ancient Mesopotamian cuneiform cultures, with emphases on sociolinguistics, multilingualism, translation, and scribal practices. He earned a Ph.D. from the University of California, Berkeley in 2014. Teaching encompasses courses on ancient Middle Eastern history, languages, and cultures, including 'Science and Technology in the Ancient Middle East' and 'Madness, Medicine, and Magic in the Middle East.' He also teaches on sport history and language in the ancient Mediterranean. As Director of Graduate Studies, he supports MES program students, advising prospective PhD candidates in ancient Middle East history/Assyriology. Research highlights include his book Translation as Scholarship: Language, Writing, and Bilingual Education in Ancient Babylonia and ongoing projects on the 3,000-year history of Sumerian language use, Babylonian scholars, and Sumerian-Akkadian linguistic contact. Current efforts involve editing 150 lexical tablets in Germany's collections. His work bridges ancient textual analysis with broader themes in cultural transmission and knowledge systems. He collaborates on critical editions of cuneiform texts and maintains affiliations with international research networks. Contactable via cjcrisos@umich.edu, his office is located at 202 South Thayer Street, Ann Arbor.
ChanMin Kim is a Professor in the Learning and Performance Systems department at Penn State College of Education. With over 80 publications and 2553 citations, their work focuses on integrating artificial intelligence , robotics , and educational technology into science and computer science education. Research interests: Science writing, AI-human partnerships, robotics in education, equity-focused technology design Key methodologies: Natural Language Processing, learning analytics, scaffolding strategies Recent work explores large language models in education, debugging processes in pre-service teacher training, and automated assessment systems for science explanations. While the provided data doesn't show specific scientific awards or student advisees, their publications in venues like British Journal of Educational Technology and Journal of Science Education and Technology demonstrate significant contributions to learning sciences. Kim collaborates extensively with researchers in AI, educational technology, and equity-focused domains.
Professor Andrew Klevan is a leading scholar in film aesthetics and close cinematic analysis, holding a professorial position at the University of Oxford's Faculty of English and serving as a Non-tutorial Fellow at St Anne's College. His work focuses on film form, performance, critical methodology, and pedagogy, advocating for detailed close analysis as a core practice in film studies. Research interests include the interplay between film medium and narrative structure, particularly exploring 'undramatic' forms that capture mundane experiences. He has authored monographs on film performance (e.g., Barbara Stanwyck studies), aesthetic evaluation frameworks, and the philosophy of film criticism. Recent work critiques theoretical approaches in film studies and develops 'ordinary language film studies' to emphasize practical criticism over abstract theory. Publications span over two decades, with notable contributions to journals like Movie , Film-Philosophy , and Aesthetic Investigations . His edited collection The Language and Style of Film Criticism (with Alex Clayton) remains influential in critical discourse. Teaching focuses on advanced film analysis and methodology. No formal academic awards are listed, though his contributions to film scholarship are widely recognized. He supervises Master’s and DPhil students in film studies, emphasizing close textual analysis and critical writing. His academic affiliations include the St Anne's College community and the broader Oxford film studies network.
- Mathematics Education
- Geometry
- Pedagogy
- +۲ مورد دیگر
Michael Weiss is a Lecturer in the Department of Mathematics at the University of Michigan. He teaches foundational courses such as Linear Algebra (MATH 217) and Explorations in Euclidean Geometry (MATH 431). His office is located in East Hall (Room 1868) at 530 Church Street, Ann Arbor, MI. Current Courses: MATH 217-004 (Linear Algebra), MATH 217-011 (Linear Algebra), MATH 431-001 (Explorations in Euclidean Geometry) Weiss’s research focuses on mathematics education, particularly on pedagogical strategies for teaching geometry and mathematical reasoning. His work explores the use of visual representations, interactive technologies, and narrative tools (e.g., comics) to enhance learning and teacher development. He emphasizes the role of theory-building in secondary geometry instruction and investigates how students translate abstract mathematical concepts into concrete reasoning. His publications highlight interdisciplinary approaches to education, integrating technology (e.g., animated stories, voice assistants) with traditional teaching methods. Keywords across his work include Mathematics Education , Geometry , Interactive Media , Visual Learning , and Teacher Training . Contact: mweiss@umich.edu
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