جست‌وجوی استاد و پژوهشگر

Jay Crisostomoمشاهده پروفایل

دانشیار

• Ancient Near Eastern Studies
• Sociolinguistics
• Cuneiform Cultures
• +۵ مورد دیگر

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.

Chang Puمشاهده پروفایل

استاد

• English as a Second Language Education
• Bilingual Education
• Heritage Language Education
• +۲ مورد دیگر

Dr. Chang Pu is a Professor of Teacher Education and Coordinator of the ESOL endorsement program at Berry College. She specializes in TESOL, bilingual education, and heritage language education, teaching both undergraduate and graduate courses including Multicultural Education and ESOL endorsement classes. Her work emphasizes preparing educators to support culturally and linguistically diverse students through collaborations with schools in Georgia (e.g., New Comer Academy) and China. Education: Ph.D. in Culture, Literacy, and Language (University of Texas, San Antonio) M.A. in TESOL (St. Cloud State University) B.A. in English (University of Electronic Science & Tech. of China) Instructional Technology Certificate (St. Cloud State University) Research Focus: Dr. Pu's research centers on heritage language education, virtual exchange methodologies, and equitable practices for linguistically diverse learners. She investigates how bilingual and bicultural competence can be fostered in K-12 settings and teacher preparation programs. Publications: Her work spans topics like at-risk Latino student success, global teacher education collaboration, and Chinese heritage language instruction. Recent contributions include analyses of biliteracy development and innovative pedagogical strategies in multicultural contexts. Awards: 2019 Longview Foundation Global Teacher Educator Fellow Dr. Pu actively engages in community partnerships, co-designing programs with international schools and bilingual immersion initiatives to bridge educational gaps. Her advising focuses on preparing teachers for multicultural classrooms through service-learning and cross-cultural exchanges.

Xinran Zhuمشاهده پروفایل

استادیار

• Learning Sciences
• Learning Analytics
• AI in Education
• +۳ مورد دیگر

Xinran Zhu is an Assistant Professor at the University of Illinois Urbana-Champaign College of Education, specializing in Learning Design & Leadership and Instructional Design, Technology, & Organization. Her research intersects learning sciences, learning analytics, and AI in education, focusing on designing technology-supported learning environments for authentic classroom settings. Ph.D. in Learning Sciences and Technologies, University of Pennsylvania (2024) M.A. in Educational Psychology, University of Connecticut Graduate studies in learning technologies, University of Minnesota Her research spans three main areas: (1) design and implementation of educational technologies, particularly social annotation tools for knowledge building; (2) AI integration in education to augment collaborative learning; and (3) computational discourse analysis using network analysis and NLP to generate actionable insights. Recent projects include SynthesisAI , a GenAI-powered chatbot for knowledge synthesis, and the Synthesis Lab , a precursor tool for integrating peer ideas in collaborative writing. Dr. Zhu teaches courses on ubiquitous learning, advanced learning technologies, and eLearning system design. She employs co-design methodologies to develop and implement technologies in both lab and real-world classroom settings, emphasizing student agency and ethical AI partnerships.

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.

Roy Peaمشاهده پروفایل

استاد

• Brain and Learning Sciences
• Child Development
• Collaborative Learning
• +۹ مورد دیگر

Professor Roy Pea is the David Jacks Professor of Education & Learning Sciences at Stanford University, with a courtesy appointment in Computer Science. He served as Director of the H-STAR Institute (2007-2021) and founded Stanford’s PhD program in Learning Sciences and Technology Design. His research focuses on technology-enhanced learning, social foundations of human learning, and interdisciplinary applications of digital tools. Stanford University, School of Education Graduate School of Education Department Courtesy appointment in Computer Science His work spans complex domains like concussion education, climate change learning, and AI-driven mental health interventions. He co-authored the 2010 National Education Technology Plan and co-edited key texts including Video Research in the Learning Sciences and AI in Education . His NSF-funded LIFE Center (2004-2014) advanced learning science theories. Recent publications address: (1) linguistic framing of concussions and reporting behavior, (2) AI chatbots for mental health, (3) "engineering fiction" to reduce climate change abstractness, and (4) immersive AR/LLM learning experiences. His research integrates data science, psychology, and educational technology. Fellow, American Academy of Arts and Sciences (2019) Inaugural Fellow, International Society of the Learning Sciences (2018) Honorary Doctorate, The Open University (2018) Best Bridging Paper, EDM 2014 LAK13 Best Paper Award (2013) Roy mentors doctoral and master’s students in learning sciences, advising on topics related to technology, cognition, and equity. He contributes to digital education policy through roles on advisory boards for organizations like NSF, NIH, and the Joan Ganz Cooney Center. His patents include methods for digital video analysis and collaborative learning systems.

Jason Thamمشاهده پروفایل

دانشیار

• Technical Communication
• User Experience (UX) & Usability Studies
• Design Thinking
• +۶ مورد دیگر

Jason Tham is an Associate Professor and Assistant Chair in the Department of English at Texas Tech University, where he teaches undergraduate and graduate courses in UX research, information design, instructional design, and digital rhetoric. His research focuses on design thinking, user experience, emerging technologies, and technical communication pedagogy. He directs the UX Research Lab and serves as faculty sponsor for the TTU Society for Technical Communication Student Chapter. PhD in Rhetoric & Scientific & Technical Communication, University of Minnesota (2019) MA in English: Rhetoric & Writing, St. Cloud State University (2014) MS and BS in Mass Communication, St. Cloud State University Tham's research explores the intersection of design thinking, immersive technologies, and equitable pedagogy. Current projects include studies on AI user experience, collaborative writing in virtual reality, and the social justice implications of design thinking methodologies. He has received awards such as the Ellen Nold Award for Computers and Composition, TTU's Excellence in Research Award, and the Frank R. Smith Outstanding Article Award. Tham serves as Vice President of the Council for Programs in Technical and Scientific Communication and will assume the editorship of Computers and Composition in 2025.

Geoffrey Lindsay Hermanمشاهده پروفایل

استاد آموزشی

• Computer Science Education
• Engineering Education
• Learning Theories
• +۴ مورد دیگر

Dr. Geoffrey L. Herman serves as the Severns Teaching Professor in the School of Computing and Data Science at the University of Illinois at Urbana-Champaign. He earned his Ph.D. in Electrical and Computer Engineering from UIUC as a Mavis Future Faculty Fellow and completed postdoctoral research at Purdue University's School of Engineering Education. His research focuses on understanding how students learn engineering and computing concepts and developing systemic approaches to improve teaching methods in higher education. With over $7 million in research funding and more than 120 peer-reviewed publications, his work spans educational technology, cognitive aspects of learning, and faculty development initiatives. His recent publications demonstrate a consistent focus on evidence-based instructional practices, assessment methodologies, and collaborative learning approaches, with particular emphasis on computer science education, proof writing tools like Proof Blocks, and mastery learning techniques. These works collectively advance the understanding of effective educational strategies in STEM fields. IEEE Education Society Mac Van Valkenburg Early Career Teaching Award Scott H. Fisher Computer Science Teaching Award Best paper award in the first 50 years of the ACM Special Interest Group, Computer Science Education As a mentor, Dr. Herman guides graduate students interested in engineering and computing education research, focusing on designing better instruction. He also works with undergraduates on improving educational experiences through platforms like PrairieLearn. His leadership extends to founding the Grainger College of Engineering's Strategic Instructional Innovations Program, which has secured millions in external funding. He serves on the Computer Research Association Education committee and as associate editor for the Journal of Engineering Education. Dr. Herman leads national workshops on professional development for computer science teaching faculty and has created peer mentoring networks through the Teaching Professionals Program, significantly impacting faculty development in engineering education.

Steve Tanimotoمشاهده پروفایل

استاد

• Novice programming environments
• Collaborative problem-solving environments
• Technology for educational assessment
• +۱۱ مورد دیگر

Steve Tanimoto is a Professor at the Paul G. Allen School of Computer Science & Engineering at the University of Washington, with an adjunct appointment in the Department of Electrical & Computer Engineering. His work focuses on human-centered computing, particularly in educational technology and collaborative problem-solving environments. He has made significant contributions to the understanding of liveness in programming environments and their application to education, including a keynote at the International Conference on Live Coding (2015) that traced historical influences leading to widespread use of liveness in modern software environments. Dr. Tanimoto's research spans several interconnected domains: Novice programming environments and educational technology Collaborative problem-solving environments and tools Technology for educational assessment, particularly using pattern-recognition methods for teaching written language on tablets Liveness in programming environments and its applications Image processing from interdisciplinary perspectives (as detailed in his MIT Press book "An Interdisciplinary Introduction to Image Processing: Pixels, Numbers, and Programs") His recent publications demonstrate a consistent focus on the intersection of computing education, human-computer interaction, and collaborative problem-solving. A notable trend is the exploration of "liveness" in programming environments and how this concept can enhance educational experiences. His work increasingly integrates AI technologies with educational applications, particularly in the areas of writing instruction and collaborative problem-solving, with significant NIH funding support (P50 HD071764 and U54 HD083091). His notable recognition includes: VL/HCC Best Showpiece Award in 2015 for "Solving Problems by Drawing Solution Paths" Dr. Tanimoto has advised several graduate students through to completion, including Robert Thompson (2019), Sandra Fan (2013), and Tyler Robison (2012). He currently advises Emilia Gan (co-advised with B. Mako Hill) and Edward Misback. His research has been supported by NIH grants for work on computerized writing and reading instruction for students with learning disabilities. His CoSolve research group has developed experimental facilities for collaborative problem-solving, exploring tools that support problem formulation, visualization of problem spaces, and team collaboration dynamics, with applications in education, design, and various problem-solving domains.

Dorothy Worden-Chambersمشاهده پروفایل

دانشیار

• Creative Writing
• Linguistics/TESOL
• Composition & Rhetoric
• +۷ مورد دیگر

Dorothy Worden-Chambers is an Associate Professor in the Department of English at the University of Alabama, serving as Coordinator of the Applied Linguistics/TESOL Program. Her expertise spans multilingual writing pedagogy, second language teacher cognition, and genre-based instruction. She holds a PhD in Applied Linguistics from Pennsylvania State University (2015) and an MA in Rhetoric and Composition from Washington State University (2008). Her research focuses on L2 writing teacher development, with particular attention to pedagogical content knowledge, curriculum design, and the impact of teacher beliefs on instructional practices. Her work bridges theoretical frameworks in applied linguistics and writing studies, emphasizing practical applications in multilingual education. Recent publications explore themes such as teacher learning through tutoring, conceptual metaphors in curricular knowledge, and the role of genre projects in teacher education. Her contributions span journals like Teacher Development , Composition Forum , and Journal of Second Language Writing . Worden-Chambers actively contributes to professional development through workshops and collaborative initiatives, such as graduate student-led faculty training programs on multilingual writing pedagogy. Her work underscores the interplay between teacher identity, pedagogical practices, and multilingual learner outcomes.

Courtney Adams Wootenمشاهده پروفایل

دانشیار

• Writing Program Administration
• Feminist Rhetorics
• Composition Pedagogy
• +۵ مورد دیگر

Courtney Adams Wooten is an Associate Professor at George Mason University , specializing in Writing Program Administration , Feminist Rhetorics , and Composition Pedagogy . She serves as the Associate Chair for Writing Program Administration and directs Mason's Composition Program, focusing on equitable access to writing education. Education : Ph.D. in English (Rhetoric and Composition), University of North Carolina at Greensboro (2014); M.A. in English, Winthrop University (2008); B.A. in English with Honors, Wingate University (2006). Her research explores hybrid writing courses , emotional labor in academia , and childfree rhetorics . Recent work investigates labor constraints in higher education and innovative assessment strategies . She has received the Presidential Award for Faculty Excellence in Teaching (2023) and the Council of WPAs Outstanding Scholarship Award (2020) . Her publications include Childfree and Happy: Transforming the Rhetoric of Women's Reproductive Choices (2023) and co-edited collections on emotional labor and transitional WPAs. She supervises graduate students and teaches courses like Advanced Composition and Composition Theory (Emotion and Affect) .

Ethan Kingمشاهده پروفایل

استادیار

• Modernist Literature
• Infrastructure in Literature
• Writing Pedagogy
• +۳ مورد دیگر

Ethan King is an Assistant Professor in the Writing and Rhetoric Program within the English Department at the University of Virginia, teaching courses including 'Writing About Attention and Distraction' and 'Writing in the Age of Generative AI' with an emphasis on process-based pedagogy and student-centered learning. His educational background includes: Ph.D. in English from Boston University (2022) with a Graduate Certificate in Teaching Writing M.A. in English from the University of Virginia (2015) B.A. in English and Classics from the University of Wisconsin-Milwaukee (2012) King's research centers on intersections of modernism and infrastructural development, examining how transportation networks, urban forms, and spatial systems shape literary narratives in works by William Faulkner and James Joyce. His pedagogical work focuses on innovative writing instruction, particularly integrating generative AI tools in first-year composition to enhance critical thinking about attention economies and digital literacy. His recent publications (2015-2025) reveal a consistent methodological thread connecting infrastructural analysis with modernist aesthetics, spanning rural Southern roads in Faulkner, Dublin's urban topography in Joyce, and contemporary writing pedagogy. This body of work demonstrates interdisciplinary engagement with spatial theory, literary ethics, and digital humanities. King's scholarly recognition includes: GenAI Tier Grant from Brandeis University (2024-2025) John W. Hunt Scholarship from the William Faulkner Society (2022) International James Joyce Foundation Scholarship (2022) He actively contributes to academic discourse through conference presentations at major venues including MLA, CCCC, and International James Joyce Symposia, often addressing infrastructure's role in literature and AI's impact on writing education. While specific advisees aren't listed, his grant-funded projects and panel co-organizations (e.g., 'Hotel Cosmopolitan' at ACLA) indicate mentorship engagement. King operates within UVA's Writing and Rhetoric Program, collaborating on curriculum development for contemporary writing challenges.

Lillie R. Albertمشاهده پروفایل

استاد

• Mathematics Education
• Social Justice Education
• STEM Teaching and Learning
• +۳ مورد دیگر

Lillie R. Albert is a Professor and Program Director for Secondary Education at Boston College’s Lynch School of Education, Department of Teaching, Curriculum, and Society. Her work bridges mathematics education, sociocultural contexts, and social justice, focusing on teacher training and equity in high-need schools. Education: Ph.D. (University of Illinois at Urbana-Champaign), M.A. (Xavier University), B.A. (Dillard University) Her research explores the pedagogical implications of writing-to-learn strategies, Vygotskian psychology in mathematical problem-solving, and multicultural education. She leads a $1.78 million NSF-funded project preparing teacher leaders for Boston’s high-need districts and co-authored a book on South Korean elementary math teaching. Recent publications highlight multilingual education, metalinguistic awareness, and textbook analysis. She received the 2023 Drylongso Anti-Racism Leadership Award and has secured multiple NSF and foundation grants for STEM equity initiatives. Scientific Awards: Drylongso Anti-Racism Leadership Award (2023) She has contributed to projects like WGBH Educational Foundation’s Keep Going! Building a Culture of Perseverance in the Math Classroom and developed technology badges for teacher preparation programs.

Christoph Hammannمشاهده پروفایل

پژوهشگر

• New Testament Studies
• Pauline Theology
• Lukan Studies
• +۷ مورد دیگر

Christoph Hammann is a researcher at the Department of New Testament Studies within the Faculty of Protestant Theology at the University of Münster, working under Professor Eve-Marie Becker's chair since August 2022. He is currently completing his habilitation on "Authority, Power, and Rule in the Lukan Double Work: Exegetical Investigations of Luke's Ascending Christology Against the Background of Greek-Roman Biography, Historiography, and Epic" (2022-present). His research spans multiple interdisciplinary areas at the intersection of biblical studies, ancient philosophy, and cultural history. Hammann's primary interests include Pauline theology and epistolography, the Lukan works in Greco-Roman cultural context, the relationship between natural science and theology in early Christianity, philosophy of the Imperial Period and Late Antiquity, conceptions of history in the New Testament, and the beginnings of Christianity in Rome. His academic background combines classical philology (specializing in Greek studies) with Protestant theology, enabling unique cross-disciplinary approaches to biblical texts. Hammann's publication record reveals a consistent engagement with how early Christian texts interacted with and transformed contemporary Greco-Roman discourses on topics like purity, authority, and cosmology. His work often examines the philosophical and medical contexts of biblical concepts, particularly in relation to heart metaphors, sacrificial practices, and Christological development. DAAD Congress Travel Grant (2023) Publication subsidy for dissertation (2019) PhD Prize from Philipps-Universität Marburg (2019) Multiple international research grants from Evangelisches Studienwerk Villigst (2015-2018) Fondation Hardt research grant (2017) Hammann actively contributes to academic life through teaching undergraduate and graduate courses in New Testament exegesis (including Greek language instruction), organizing conferences such as the upcoming Colloquium Biblicum Lovaniense LXXIV on The Corinthian Letters (2025), and co-editing scholarly volumes like "Opfer in Antiochien" (2023). He serves on multiple academic committees and is a member of several scholarly societies including the Society of Biblical Literature (since 2025) and the Münster School of Ancient Cultures (since 2023). His research group within the Excellence Cluster "Religion and Politics" focuses on ancient cultural contexts of early Christianity, with particular attention to the intersections between biblical texts and Greco-Roman philosophical, medical, and political discourses. Hammann also leads student excursions to Rome to study early Christian sites and Pauline contexts.

Pamela Beachمشاهده پروفایل

دانشیار

• Teacher Education
• Professional Development of Educators
• Online Learning Environments
• +۴ مورد دیگر

Pamela Beach is the Associate Dean, Research and Associate Professor of Language and Literacy at Queen’s University’s Faculty of Education. She holds an MA and PhD in Child Study/Developmental Psychology from the University of Toronto. With nearly a decade of elementary teaching experience, her research focuses on leveraging online and multimedia resources to enhance teacher education and professional development. Key projects include SSHRC-funded studies on teachers’ self-directed online learning, analysis of web analytics for literacy PD platforms, and cross-cultural studies of literacy practices in Montessori and Reggio Emilia schools. Her expertise spans early literacy development, critical literacy integration, and the use of technologies like eye-tracking and virtual classrooms in teacher training. She leads the Literacy Education Research Team, collaborating on projects such as integrating music into literacy education and evaluating virtual classroom tools for teacher candidates. Beach is also the author of Promoting Language and Early Literacy Development (2024), a practical guide for educators and caregivers. Current roles include supervising graduate students in the Language and Literacy program and overseeing research initiatives as Associate Dean. Her work bridges research, practice, and policy to improve literacy instruction and teacher learning in diverse educational contexts.

Kory Lawson Chingمشاهده پروفایل

دانشیار

• Writing technologies
• Digital literacies
• Composition pedagogy
• +۳ مورد دیگر

Dr. Kory Lawson Ching is an Associate Professor at the University of California, Davis, specializing in writing technologies, digital literacies, and composition pedagogy. His work emphasizes peer response groups in the writing classroom and the integration of technology in education. Prior to UC Davis, he taught at UC Irvine, the University of Illinois at Urbana-Champaign, and San Francisco State University, where he also instructed graduate courses in composition theory and qualitative research methods. Education: PhD in English (Writing Studies) - University of Illinois at Urbana-Champaign (2008) MA in English - UC Irvine (1997) BA in English (Medieval Studies) - UC Irvine (1994) Research focuses on how digital environments mediate writing processes and teacher preparation. His publications explore topics like distraction-free writing tools, qualitative research, and socio-cultural theories of literacy. He has been recognized with awards including the James L. Kinneavy Award (2008) and K. Patricia Cross Future Leaders Award (2000). Teaching interests include writing in digital environments, ethnographic fieldwork, and game analysis. Grants include the Pathways Core Initiative Hybrid Course Redesign (2020–present) and a California State University technology grant (2014–2015). His work bridges traditional pedagogical practices with innovative digital methodologies.