Marcia Håkansson Lindqvist is a researcher at Mid Sweden University's Department of Education (UTV), with expertise in digitalization in education, teacher shortage, and school leadership. She contributes to projects like European Education Policy Network and HIMUV (Sustainability in Mid Sweden University Everyday Life) , focusing on organizational development and lifelong learning. Her research spans Technology-enhanced learning environments Professional development frameworks Artificial intelligence applications in education Comparative studies on teacher shortages in Nordic countries She has published extensively in journals like Journal of Educational Administration and British Journal of Educational Technology . Recent work explores AI integration in school leadership, hybrid work-integrated learning models, and cross-sector collaboration for special needs education. She collaborates with researchers across Scandinavia and contributes to edited volumes on leadership identity and digital competence.
Thomas Schanding serves as Associate Professor and Department Head in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia's Faculty of Education. He concurrently directs the Psychological Services and Counselling Training Centre. Previously, he held significant roles including core faculty in Special Education and Associate Director of Outreach and Leadership for the decade-long LoneStar LEND program at the University of Texas Health Science Center at Houston, alongside clinical supervision positions at Baylor College of Medicine/Texas Children’s Hospital. His educational foundation includes doctoral coursework at the University of Southern Mississippi (APA-accredited) and doctoral internship with Cypress-Fairbanks Independent School District (APA-accredited). Doctoral Coursework: University of Southern Mississippi Doctoral Internship: Cypress-Fairbanks Independent School District Dr. Schanding's research centers on social-emotional learning (SEL) and behavioral/mental health (B/MH) through three interconnected pillars: (1) assessment methodologies for SEL/B/MH, (2) evidence-based interventions to enhance youth well-being, and (3) cultural-linguistic considerations in school-community contexts. His clinical expertise spans Autism Spectrum Disorders and 2SLGBTQIA+ youth experiences, operating within Cognitive-Behavioral and Ecological theoretical frameworks. The SMART Lab ( https://blogs.ubc.ca/smartlab ) drives his applied research agenda focusing on inclusive practices and mental health promotion. Analysis of his recent publications reveals consistent emphasis on SEL assessment tools, helicopter parenting dynamics, and diversity-inclusive frameworks in school psychology. Key trends include validation studies of early literacy screeners, exploration of LGBTQ+ mental health predictors, and critical examinations of equity in educational literature, reflecting his commitment to evidence-based social justice. His scholarly contributions have been recognized through: President’s Distinguished Faculty Research Award, University of Houston – Clear Lake (2020) Group Teaching Excellence Award, University of Houston (2011) Early Career Scholar, Society for the Study of School Psychology (2009) As an educator, Dr. Schanding has supervised numerous practicum and intern students across settings including school districts and hospital systems. His leadership extends to directing the Psychological Services and Counselling Training Centre at UBC and previously leading outreach initiatives for neurodevelopmental disabilities through the LEND program. His teaching portfolio includes EPSE 506 (Applied Psychopathology), EPSE 555 (Academic & Social-Emotional Assessment), and specialized courses on Autism Spectrum Disorders. The SMART Lab (Social, Mental health, and Academic Research Team) operates as his primary research vehicle, conducting community-engaged projects on SEL implementation, mental health screening, and culturally responsive interventions for diverse youth populations, with particular attention to inclusive practices for 2SLGBTQIA+ students.
Assoc. Prof. Dr. Ali Şükrü Özbay currently serves as an Associate Professor at Karadeniz Technical University's Faculty of Arts, Department of English Language and Literature. He earned his PhD and MA in Applied Linguistics from Karadeniz Technical University and holds a BA in English Language and Literature from Ankara University. Education : PhD (2015) and MA (2004) from Karadeniz Technical University; BA (1996) from Ankara University Dr. Özbay's research focuses on Corpus Linguistics , Learner Corpora , Academic Writing , Translation Studies , and Language Pedagogy . His work investigates lexical bundles, support verb constructions, and pragmatic markers through computational corpus analysis. Recent publications analyze four-word recurrent expressions in educational technology contexts, collocational priming in Turkish EFL learners' mental lexicon, and semantic prosody of intensifiers in academic corpora. He supervises theses on data-driven learning applications and corpus-based teaching materials. Dr. Özbay has held managerial roles including Deputy Head of Department (2019–present) and Assistant Coordinator for Erasmus+ programs (2017–2021). He actively participates in international conferences and has published in journals like Turkish Studies , Australian Journal of Applied Linguistics , and Hacettepe Eğitim Dergisi .
Thea Williamson is an Assistant Professor in the Department of English at Old Dominion University’s College of Arts & Letters. A bilingual literacy educator and former teacher of multilingual learners in Miami, New York City, Austin, and Maryland’s Eastern Shore, she focuses on writing as a tool for thinking, creative expression, and social change. Her teaching emphasizes critical theories like decolonization and critical race theory to explore literacy pedagogy and adolescent learning. Education Ph.D. in Curriculum & Instruction, University of Texas at Austin (2018) M.Ed. in Curriculum & Instruction, University of Texas at Austin (2012) B.A. in Spanish & Comparative Literature, Haverford College (2004) Research Interests Williamson investigates the sociopolitical dimensions of English Language Arts in culturally and linguistically diverse secondary schools, combining critical race theory, translanguaging, and discourse analysis. Her work highlights linguistic justice, anti-oppressive writing pedagogies, and the role of literacy in resolving alienation in educational spaces. Publication Trends Her recent publications explore critical race curriculum analysis, translanguaging in ELA classrooms, and adolescent writing identity. Key themes include racial equity in literature teaching, multimodal literacy engagement, and the role of self-reflection in empowering multilingual students.
Prof. Dr. Antje Wilton is a W2 Professor for English Linguistics with a Focus on Sociolinguistics at the Institute of English Philology (WE6) within the Department of Philosophy and Humanities at Freie Universität Berlin. She is a leading scholar in sociolinguistics, English as a Lingua Franca (ELF), and discourse analysis, with a focus on media, sports, and forensic linguistics. Education: Magistra Artium in English, German, and Sociology (1990-1997) PhD: English and Applied Linguistics, University of Erfurt (2006) Her research spans sociolinguistics , multimodal interaction , discourse analysis , and cross-cultural communication . Recent work examines language use in sports interviews, media discourse, and forensic settings. She has co-edited volumes on organizational language and European linguistic dynamics. Key article trends include analyzing interactional strategies in sports interviews, ELF usage in media, and discourse patterns in public security debates. She teaches courses on sociolinguistics, language and space, and global English.
Ian Pitt is a Lecturer in Usability Engineering and Interactive Media at University College Cork (UCC). He leads the Interaction Design, E-Learning and Speech (IDEAS) Research Group, focusing on multimodal human-computer interaction, auditory interfaces, and accessibility solutions for visually impaired users. Pitt holds a D.Phil from the University of York, followed by research fellowships at Otto-von-Guericke University in Germany before joining UCC in 1997. His research interests include speech-based interfaces, e-learning systems, and accessibility technologies for blind users. Key projects include the EU-funded ENABLE Network (2011–2014) and prototype development for UniWink. He has secured significant grants, including €72,009 from IRCSET for voice analysis research and €19,478 from the EU for ICT-supported learning initiatives. Pitt has advised numerous PhD students, including Flaithri Neff (2011), Emma-Kate Crowley (2014), and current candidates Aine Kearns and Patrick Egan. His publications span journals like International Journal of Game-Based Learning and conferences such as ICCHP and ACM SIGACCESS. He has contributed to committees for conferences like CHI and the Irish HCI conference. Teaching modules include Usability Engineering, Human-Computer Interaction, and Digital Media Development. His work emphasizes inclusive design principles, with projects addressing navigation systems for blind students and adaptive e-learning frameworks. Recent research trends focus on ICT-delivered aphasia rehabilitation, emotional BCI interfaces, and multimodal learning systems. Collaborations include international partners through EU grants, reflecting his global impact in accessibility and educational technology.
Katherine McNeill is a Professor in the Department of Teaching, Curriculum, and Society at Boston College's Lynch School of Education and Human Development. She holds the Bryk Faculty Fellowship and specializes in science education, particularly focusing on scientific argumentation, explanation practices, and equitable STEM instruction. Her work emphasizes designing curriculum materials and professional development to support teachers in fostering student-driven inquiry. McNeill earned a PhD and two MS degrees from the University of Michigan (2006), and dual BA degrees in Biology and English from Brown University (1998). She previously taught middle school science and has been at Boston College since 2006. Her research centers on improving science education through: Developing the Claim-Evidence-Reasoning (CER) framework Supporting multilingual learners' participation in argumentation Designing educative curriculum materials (e.g., OpenSciEd) Professional learning programs for educators and instructional leaders Key contributions include authoring influential books like Supporting Grade 5-8 Students in Constructing Explanations in Science and articles on curriculum customization, teacher beliefs, and leadership roles in science reform. Her work bridges research and practice to ensure all students engage in meaningful scientific sensemaking.
Ashok Goel is a Professor of Computer Science and Human-Centered Computing at Georgia Institute of Technology and Chief Scientist at Georgia Tech’s Center for 21st Century Universities (C21U). He also serves as Executive Director of the NSF-funded National AI Institute for Adult Learning and Online Education (AI-ALOE). His research spans cognitive systems, artificial intelligence, and education, with a focus on computational design, creativity, and AI-driven educational technologies. Professor, School of Interactive Computing, Georgia Tech Chief Scientist, Center for 21st Century Universities Executive Director, NSF’s National AI Institute for Adult Learning and Online Education Goel’s research explores the intersection of AI and cognitive science, particularly in computational design, creativity, and biologically inspired design. His recent work emphasizes AI in education, including virtual teaching assistants like Jill Watson (powered by ChatGPT) and frameworks for scalable, human-centric AI-augmented learning. He investigates explainable AI, multimodal educational systems, and bidirectional feedback mechanisms to enhance personalized learning experiences. Award highlights include: AAAI’s Outstanding AI Educator Award Fellow of AAAI and Cognitive Science Society University System of Georgia Regent’s Award for Scholarship of Teaching and Learning Goel leads the Design Intelligence Laboratory at Georgia Tech, mentoring a team of graduate and undergraduate researchers. His contributions to AI education include pioneering Georgia Tech’s Online Master of Science in Computer Science (OMSCS) program and developing blended learning frameworks. He also co-founded the AI-based educational startup Beyond Question (LLC) in 2020.
Dr. Dana Ferris is a Professor in the University Writing Program at the University of California, Davis (UC Davis). She previously held leadership roles including Director of the UWP, Associate Director of English for Multilingual Students, and Associate Director of UWP 1. Her academic career spans over three decades, including 18 years at California State University, Sacramento, where she directed the TESOL MA program and ESL writing programs. She earned her B.A. from UC Davis, M.A. degrees from California State University, Sacramento and the University of Southern California (Linguistics), and a Ph.D. in Applied Linguistics from USC. Her research focuses on second language literacy, teacher preparation, and response strategies for student writing. She has authored nine books and over 60 scholarly works, including Teaching L2 Composition and Written Corrective Feedback in Second Language Acquisition and Writing . Ferris has served as co-editor of the Journal of Second Language Writing and founding editor of the Journal of Response to Writing , contributing significantly to academic discourse in her field. Ferris has received numerous awards, including the Best Article Award from the Journal of Second Language Writing and three-time finalist for the President's Award for Scholarly Achievement. She actively contributes to academic governance, serving on boards for CATESOL and TESOL. Beyond academia, she is an avid San Francisco Giants fan and writer for their fan blog under the pseudonym DrLefty. Key Roles: Professor, UWP Leadership, Journal Editorships Education: B.A. UC Davis (English/Creative Writing), M.A. Sacramento State (TESOL), M.A./Ph.D. USC (Linguistics/Applied Linguistics) Research Themes: Second Language Writing, Corrective Feedback, Multilingual Education Professional Activities: Board Member of CATESOL, TESOL Committees, and CCCC Standing Committee on Second Language Writing Her work bridges theory and practice, emphasizing evidence-based approaches to writing pedagogy while advocating for inclusive practices in multilingual education. Ferris's publications and editorial contributions have shaped curricula and teaching methodologies globally.
Rianne Conijn is an assistant professor in the Human-Technology Interaction group at Eindhoven University of Technology (TU/e), Netherlands. Her research bridges data-driven methodologies (machine learning, statistical modeling) with human-centered design to enhance learning analytics, explainable AI, and writing process analysis. She holds a joint PhD (cum laude) from Antwerp University and Tilburg University, and an MSc (cum laude) in Human-Technology Interaction from TU/e. Academic Background: MSc (2015, TU/e, cum laude), PhD (2020, Antwerp University & Tilburg University, cum laude). Research Focus: Learning analytics, keystroke logging, explainable AI for education, data dashboards, and self-regulated learning dynamics. Teaching: Courses in Advanced Research Methods, Human-AI Interaction, Behavioral Research Methods, and AI ethics in education. Her recent publications explore parallel language planning in writing, longitudinal self-regulated learning strategies, and generalizability of academic performance prediction models. She leads an NWO Veni project on Human-Centered AI in education, emphasizing tailored explanations for student-AI collaboration. Scientific awards include cum laude distinctions for her MSc and PhD, and the NWO Veni grant. Collaborative work spans institutions in the Netherlands, Norway, and the U.S., with applications in intelligent tutoring systems and ethical AI deployment in exams. Key trends across her work: integration of machine learning with educational theory, leveraging keystroke data for cognitive process insights, and prioritizing actionable, explainable AI systems for student support. Publications span journals like the Journal of Experimental Psychology: General , Computers and Education , and IEEE Transactions on Learning Technologies . Scientific Awards: NWO Veni grant for Human-Centered AI in education Cum laude for MSc and PhD Grants & Collaborations: National Science Foundation grants (2016868, 2302644) for biometric feedback in writing UK Research and Innovation grant (ES/W011832/1) for real-time AI scaffolding TU/e Boost! Program grant for self-regulated learning analysis Labs & Teams: EAISI Foundational (Eindhoven AI Systems Institute) Human Technology Interaction group at TU/e Collaboration with Norwegian Reading National Center (University of Stavanger) Project teams for Waterproof ITS and ProWrite grants
Catherine Sama is Professor of Italian & Film Media and Head of the Italian Program at the University of Rhode Island, where she has taught since completing her Ph.D. at Brown University. Her research and teaching integrate Italian literature, cinema, digital humanities, and gender studies, with a particular focus on Venetian women writers and artists of the Enlightenment. Education Ph.D. Italian Studies, Brown University (1995) B.A. French major, Italian minor, University of Virginia (1985) Research Interests Professor Sama’s scholarship centres on early-modern Italian women writers and artists , Italian cinematic history from Neorealism to the present , and the Italian Resistance movement . She is currently developing a limited-series podcast that reconstructs the experiences of women partisans in the Veneto who collaborated with the U.S. Office of Strategic Services, drawing on de-classified military documents, private correspondence, and oral histories. Her digital-humanities work explores correspondence networks and online language-learning platforms , aiming to enhance learner autonomy through innovative technologies such as live video exchanges with native speakers. Grants & Awards National Endowment for the Humanities Research Fellowship (2014) URI Foundation Teaching Excellence Award (2017) Advising & Grants Although no individual advisees are listed in the provided text, Professor Sama has secured major external funding (NEH, AAUW) and spearheads collaborative digital projects that engage graduate and undergraduate researchers in archival and multimedia work. Labs & Teams She leads the Italian Program at URI and participates in interdisciplinary initiatives that bridge the Department of Modern & Classical Languages and Literatures with Digital Humanities and Gender Studies clusters on campus.
Oliver Alonzo is an Assistant Professor in the School of Computing at DePaul University. His academic journey includes a Ph.D. in Computing and Information Sciences from the Rochester Institute of Technology, a B.S. in Computer Science from Creighton University with minors in Graphic Design and Musical Theatre. Prior to joining DePaul, he served as a post-doctoral assistant professor at Creighton University and completed internships at Meta (Facebook) and Adobe Research. Dr. Alonzo's research focuses on Human-Computer Interaction and Computing Accessibility, with particular emphasis on creating technologies that improve digital access for people with disabilities, especially those who are Deaf or Hard-of-Hearing (DHH). His work spans several key areas: Design and evaluation of automatic text simplification tools for DHH readers Captioning and visualization of non-speech sounds in multimedia content Accessibility solutions for social media platforms Tools to assist American Sign Language learners Multimedia accessibility in emerging technologies like virtual reality His recent publications demonstrate a consistent focus on developing and evaluating accessibility technologies through rigorous user-centered design with DHH communities. His research has evolved from foundational work on text simplification and sign language interfaces to broader explorations of digital accessibility across multiple platforms and contexts. Dr. Alonzo has received notable recognition for his work, including: CHI 2025 Honorable Mention for research on Deaf and Hard-of-Hearing user experiences with misinformation on social media An NSF CRII grant for a two-year project focused on making videos accessible by design for Deaf, Hard-of-hearing, Blind and Low-Vision viewers As an educator, Dr. Alonzo teaches courses including HCI 440 Introduction to User-Centered Design, HCI 445 User Research Methods, and HCI 511 Accessibility Considerations in HCI. His teaching philosophy emphasizes practical, hands-on learning experiences that connect theoretical concepts to real-world accessibility challenges. Outside academia, Dr. Alonzo is fluent in Spanish, English, and Portuguese, and is learning American Sign Language. He has a background in musical theatre and enjoys black & white photography, which informs his creative approach to accessibility research.
Robert Woore is an Associate Professor in Applied Linguistics and Course Director of the MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford's Department of Education. He holds multiple advanced degrees from Oxford, including a DPhil in Applied Linguistics, and previously taught secondary school languages and outdoor education before joining academia in 2007. His research focuses on instructed foreign language learning, particularly in school settings, with emphases on reading strategies, phonological decoding, phonics teaching, and teacher professional development. He actively investigates the teaching of Languages Other Than English (LOTE), including Chinese and Arabic, alongside European languages like French and German. Woore teaches on the PGCE, MSc ALSLA, and doctoral programs. He leads funded projects such as the Qatar Foundation-supported studies on Arabic as an additional language and the Nuffield Foundation’s FLEUR project on L2 reading. His work bridges research and classroom practice, emphasizing evidence-based pedagogy and curriculum reform. Key grants include leadership roles in the Nuffield Foundation’s FLEUR initiative (2016–2018) and Qatar Foundation’s Arabic as Additional Language review (2022–2025). He collaborates widely, co-authoring influential books like Debates in Second Language Education and contributing to policy-relevant studies on language education outcomes.
Zabitgil Gülseren, Özlem is an academic at Istanbul Sabahattin Zaim University specializing in English Language Teaching (ELT) and Second Language Acquisition . Her work focuses on integrating technology into language instruction, analyzing learner anxiety, and evaluating pedagogical methods. Research Themes : Technology-enhanced learning, vocabulary acquisition, formative assessment. Key Collaborations : Co-authored studies with Sıla Selver Akar, Enes Atay, and others. Article Trends : Recent works (2024) examine authentic video-based vocabulary instruction, while 2022–2020 studies explore online collaborative writing, digital storytelling, and formative assessment practices. Earlier works (2015–2019) analyze anxiety, gender factors in strategy use, and classical teaching methods. Advising and Grants : Supervised research on topics like digital tools in ELT and L1 usage in classrooms. No specific grant details provided in the text.
Liviu Matei is a Professor of Higher Education and Public Policy and Head of the School of Education, Communication and Society at King’s College London. His career spans leadership roles at Central European University (CEU), including Provost and Director of the Yehuda Elkana Center for Higher Education, and founding the Global Observatory on Academic Freedom. He contributes to global policy debates as a key figure in the Open Society University Network (OSUN) and CIVICA European University. Education: Studied philosophy, history, and psychology at Babeș-Bolyai University, sociology of higher education at Bucharest University, and earned a PhD in Romania. His research focuses on academic freedom, university governance, funding mechanisms, and the internationalisation of higher education. Recent work explores the interplay between education and democratic resilience, especially in authoritarian contexts. He has led initiatives on quality assurance and science diplomacy in conflict zones. His publications from 2023-2025 emphasize academic freedom codification, transnational policy tools, and the European Higher Education Area’s evolving challenges. Articles from 2015-2022 analyze the Bologna Process’s impact in Central/Eastern Europe and pandemic-related educational crises. Scientific Awards: Chair of University of Yangon Revitalisation Committee (2018-2019) Chair of European Award for Excellence in Teaching Selection Committee (2021-present) Fellowships at The New School, Maison des Sciences de l’Homme Paris, and Salzburg Seminar Elected to Academia Europaea (2022) Liviu Matei supervises PhD students on topics like higher education geopolitics, adult learners’ equity, and science diplomacy. His affiliations include editorial boards for Internationalisation of Higher Education Journal and European Journal of Higher Education . He leads projects protecting higher education values across Europe and collaborates with Council of Europe initiatives.
