Maj Schian Nielsen is a Senior Research Librarian at the University Library of the University of Agder. Her work focuses on multilingualism, crosslinguistic awareness, and German language pedagogy. She is affiliated with the research groups 'Media and Communication Studies' and 'Multilingualism in Society and Education (MUSE).' University of Agder Research Groups: Media and Communication Studies, MUSE Her research explores how multilingual awareness can enhance grammar instruction in German third-language (L3) teacher education programs across Denmark and Norway. Recent publications analyze curriculum structures, educational materials, and the integration of generative AI tools like ChatGPT in multilingual education contexts. Scientific output trends reveal a focus on: Cross-linguistic pedagogy L3 German acquisition Grammar teaching methodologies AI applications in language learning Teacher training for multilingual classrooms Systemic Functional Linguistics (SFL) frameworks She has not been publicly recognized with scientific awards listed in the available data.
Philip Schlesinger is a Professor in Cultural Theory at the University of Glasgow and holds roles at CREATe, a Centre for Regulation of the Creative Economy. He previously held the inaugural Chair in Cultural Policy at Glasgow (2007–present), directed the Centre for Cultural Policy Research (CCPR) until 2013, and led the Stirling Media Research Institute. His research focuses on digital platforms’ regulation, cultural policy, and the interplay between expertise and power in governance. Collaborations span institutions like the London School of Economics, Complutense University of Madrid, and the European University Institute. His work critiques the 'post-public sphere' and explores neo-regulation frameworks for digital platforms, emphasizing UK policy dynamics. Key publications include analyses of generative AI governance, platform power, and the creative economy’s global orthodoxies. He has held fellowships at the Nuffield Foundation, European University Institute, and Maison des Sciences de l’Homme in Paris. As a leader in cultural policy research, Schlesinger has advised on UK film policy, media transitions, and digital challenges. His interdisciplinary approach bridges sociology, media studies, and law, addressing topics like public service media, creative industries, and transnational cultural frameworks. Ongoing projects include policy responses to AI and platform regulation, reflecting his commitment to shaping evidence-based cultural and digital policies.
Ana Celia Zentella is a distinguished Professor in the Department of Ethnic Studies at the University of California, San Diego, renowned for pioneering "anthro-political linguistics" that examines language through sociopolitical and justice-oriented frameworks. Her work centers on U.S. Latin@ language communities, challenging linguistic discrimination and advocating for language rights. Education: Ph.D. in Educational Linguistics, University of Pennsylvania M.A. in Romance Languages and Literatures, Pennsylvania State University B.A. in Spanish, Hunter College (Bronx) Zentella's research critically analyzes U.S. Latin@ varieties of Spanish and English, Spanglish, and language socialization in families, with particular focus on Puerto Rican communities. She exposes how English-only laws and anti-bilingual education policies facilitate linguistic profiling that marginalizes communities. Her scholarship consistently bridges academic rigor and community advocacy, emphasizing "el habla del pueblo" (the people's speech) as resistance against top-down language classifications. Her publications reveal enduring themes: language as a site of political struggle (2018-2023), border linguistics examining Tijuana-San Diego dynamics (2013-2016), and historical analyses of Nuyorican language (2004). She challenges harmful frameworks like the U.S. Census Bureau's "linguistically isolated" category while documenting language revitalization efforts in multilingual urban centers. Scientific Awards: British Association of Applied Linguistics Book Prize (1997) Association of Latina and Latino Anthropologists Book Award (1997) Manhattan's "Doctor Ana Celia Zentella Day" declaration (1997) LASA Public Intellectual of the Year (2014) Society for Linguistic Anthropology Public Outreach Award (2016) American Academy of Arts and Sciences induction (2023) Choice Outstanding Academic Title (2018) Zentella actively mentors through community-engaged scholarship, co-authoring Multilingual San Diego (2008) and Multilingual Philadelphia (2010) with undergraduates. Her public outreach includes challenging linguistic erasure and advising policymakers on language-inclusive practices, demonstrating consistent commitment to translating academic work into tangible community impact.
Dr. Hannah Zdansky is an Assistant Professor of English at Belmont Abbey College, specializing in medieval languages, literatures, and manuscript studies. Her research focuses on cross-cultural connections in medieval Britain and Ireland, particularly exploring multilingualism, religion in literature, and medieval reading practices. She holds a B.A. from Baylor University, an M.A. from the National University of Ireland, Galway, and a Ph.D. from the University of Notre Dame. Her expertise spans Old and Middle English, French, Irish, Welsh, and Latin, with a methodological focus on digital humanities and the history of the book. Dr. Zdansky’s work examines how medieval literary and material cultures were shaped by multicultural interactions, including studies on medieval manuscripts, the role of women in literary production, and the intersection of religion with secular narratives. Her recent scholarly engagements include presentations on topics like the transnational dimensions of medieval texts, the interplay between sacred and secular themes in works such as Gui o Bharbhuic , and comparative analyses of Welsh and English manuscript traditions. Her publications span peer-reviewed articles, encyclopedia entries, and book reviews, reflecting her commitment to interdisciplinary medieval studies. Dr. Zdansky teaches a wide range of courses, from Old English Language and Literature to Irish History, emphasizing close textual analysis and historical context. She has advised numerous students through independent studies and thesis work, fostering academic rigor and intellectual curiosity in her classroom.
Inho Hong is an Assistant Professor at the Graduate School of Data Science, Chonnam National University (Gwangju, Korea), leading the Computational Social Science and Complex Systems Lab (CSL). His research explores socio-spatial systems through data science and complex systems methods, focusing on urban dynamics, human mobility, and AI's societal impact. Education: Ph.D. in Physics (2019), Pohang University of Science and Technology (POSTECH) M.S. in Physics (2012), POSTECH B.S. in Physics (2010), POSTECH Research Interests: Urban Data Science : Analyzing urban scaling laws and innovation pathways Human Mobility : Modeling intra-city movement patterns Social Impact of AI : Ethical and societal challenges Natural Language Processing : Text embedding for policy analysis Complex Systems : Network approaches to protests and epidemics Recent Work Trends: Over 2020–2022, his articles centered on pandemic control, protest networks, and urban green spaces' psychological impact. Recent 2023–2025 work extends to vocational education analysis and mobility laws within cities. His methods combine network science with large-scale data analytics. Awards: Young Statistical Physicist Award (Korean Physical Society, 2021) Best Paper Award (Korea Computer Congress 2021) Global Ph.D. Fellowship (NRF, 2014–2017) Grants & Labs: Current lab focuses on socio-spatial systems. Past roles include Associate Research Scientist at Max Planck Institute for Human Development (2020–2023) and Postdoctoral Fellowships at POSTECH and APCTP.
Mizuko (Mimi) Ito is a cultural anthropologist and learning scientist at the University of California, Irvine, serving as Director of the Connected Learning Lab and holder of the John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning. She previously held research appointments at Keio University and the University of Southern California. Ito earned dual PhDs in Education and Anthropology from Stanford University and a BA in East Asian Studies from Harvard University. Education: PhD in Education, Stanford University PhD in Anthropology, Stanford University Bachelor's Degree in East Asian Studies, Harvard University Research Interests: Ito's work focuses on leveraging youth interests and digital media to foster equitable, socially connected learning. Her research spans mobile media culture in Japan, youth social media engagement in the US, and global adoption of children's media. She developed the connected learning framework, emphasizing youth-centered, equity-oriented approaches to education in the digital age. Grants & Partnerships: Ito has secured funding from major organizations including the MacArthur Foundation, Bill and Melinda Gates Foundation, National Science Foundation, and Microsoft Research. She co-founded the Connected Learning Alliance to advance research and impact in technology and learning. Awards: Recipient of the Jan Hawkins Award for Early Career Contributions (AERA) Labs & Initiatives: Directs the Connected Learning Lab at UC Irvine, which explores opportunities and risks of digital media in education. The Lab collaborates with global networks to design inclusive learning ecosystems.
Emily M. Bender is the Thomas L. and Margo G. Wyckoff Endowed Professor in the Department of Linguistics at the University of Washington. She also holds adjunct appointments in the School of Computer Science and Engineering and the Information School. Her research spans multilingual grammar engineering, computational linguistics, societal impacts of language technology, and sociolinguistic variation. She directs the Computational Linguistics Laboratory (The Treehouse) and leads the CLMS program. Bender is a Fellow of the AAAS (2022) and previously served as Howard and Frances Nostrand Endowed Professor (2019–2022). She has authored influential textbooks on NLP fundamentals and pioneered work on data statements to mitigate bias in NLP systems. Her work integrates linguistic theory with computational methods, emphasizing ethical AI and language documentation. Education: PhD in Linguistics from Stanford University (advisor: Ivan A. Sag), AB in Linguistics from UC Berkeley, with studies at Tohoku University. Past roles include NAACL Executive Board Chair (2016–2017) and current roles in the Association for Computational Linguistics leadership. Her Erdős number is 4. Research focuses on the LinGO Grammar Matrix, automatic grammar inference from interlinear glossed text (AGGREGATION project), and societal implications of NLP technologies like large language models. She co-leads the RAISE initiative and contributes to labs like the Tech Policy Lab and Value Sensitive Design Lab. Over 30 advisees have completed PhD and MS degrees under her mentorship. Teaching includes courses on syntax for NLP, societal impacts of language tech, and computational linguistics. Her 2020 ACL paper on form-meaning distinctions in NLP has been influential in ethical discussions. Current projects include The AI CON (2025) on combating tech hype.
Shinji Watanabe is an Associate Professor at Carnegie Mellon University's Language Technologies Institute and a Courtesy Professor in the Electrical and Computer Engineering department. He holds a Ph.D. (Dr. Eng.) from Waseda University, Japan, and has held research roles at NTT Communication Science Laboratories, Mitsubishi Electric Research Laboratories (MERL), and Johns Hopkins University. His research focuses on automatic speech recognition, speech enhancement, and machine learning for speech processing. Watanabe has published over 300 peer-reviewed papers and received the Best Paper Award at IEEE ASRU 2019. His work emphasizes robust speech processing in challenging environments, multilingual models, and neural audio codecs. He leads the ESPnet toolkit development for end-to-end speech processing systems and contributes to technical committees like IEEE SLTC and APSIPA SLA. Recent research trends include streaming speech systems, universal speech enhancement (URGENT challenges), and fusion of discrete speech units with self-supervised representations. He explores scalable speech foundation models through benchmarks like ML-SUPERB 2.0 and investigates cross-modal audio-visual processing in challenges like MISP 2025. Education : B.S., M.S., Ph.D. (Waseda University) Affiliations : CMU Language Technologies Institute, CMU ECE, Former roles at MERL and Johns Hopkins Key Projects : ESPnet, OpenWhisper-Style Models, URGENT Challenge Frameworks
Elena Simperl is a Professor of Computer Science and Deputy Head of Department for Enterprise and Engagement at King's College London's Department of Informatics. She co-directs the King's Institute for Artificial Intelligence and serves as Director of Research for the Open Data Institute. As a Hans Fischer Senior Fellow at the Technical University of Munich's Institute for Advanced Study, she leads the Trustworthy Knowledge Graphs focus group and contributes to advancing human-centric AI research across European institutions. Professor Simperl obtained her doctoral degree in Computer Science from the Free University of Berlin and her diploma from the Technical University of Munich. Prior to joining King's, she held academic positions in Germany, Austria, and at the University of Southampton, and was a Turing Fellow. Her career trajectory demonstrates consistent leadership in bridging academic research with practical applications in data ecosystems. Her research sits at the critical intersection of AI and social computing, focusing on human-centric approaches to building sociotechnical systems that integrate data, algorithms, and human capabilities. She investigates how to make knowledge engineering more accessible, how to leverage collective intelligence for data quality improvement, and how to design participatory AI systems that address societal challenges like misinformation. Her work spans knowledge graphs, semantic technologies, crowdsourcing, and open data, with particular emphasis on the social dimensions of data-intensive systems and the governance frameworks needed for trustworthy AI deployment. Analysis of her recent publications reveals a strong evolution toward integrating large language models with traditional knowledge engineering practices while maintaining human oversight. There's a clear trajectory from foundational work on knowledge representation toward increasingly applied research addressing real-world challenges in media ecosystems, citizen science, and data governance, with growing attention to policy implications of AI technologies. Fellow of the British Computer Society Fellow of the Royal Society of Arts Hans Fischer Senior Fellow at TUM-IAS (2023) Ranked among top 100 most influential scholars in knowledge engineering of the last decade Included in Women in AI 2000 ranking Professor Simperl has led 14 major European and national research projects totaling millions in funding, including MediaFutures (a Horizon 2020 program tackling online misinformation), QROWD, ODINE, Data Pitch, and ACTION. She currently co-chairs the Croissant working group in ML Commons developing data standards for AI, and serves as president of the Semantic Web Science Association. Her research has directly influenced the development of data ecosystems supporting startups and citizen science initiatives across Europe, demonstrating exceptional ability to translate theoretical advances into practical impact. As Director of Research at the Open Data Institute, she oversees initiatives connecting data entrepreneurs with artists and civic organizations. Her leadership in the MediaFutures project established a data-driven innovation hub that supported 51 startups/SMEs and 43 artists through three open calls, creating a sustainable model for arts-technology collaborations addressing media challenges. Her work with the ODINE project helped create a European ecosystem for data-driven startups, demonstrating her commitment to building practical applications of open data principles.
Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.
Naoki Yoshinaga is a tenured Associate Professor at the Institute of Industrial Science, The University of Tokyo, with extensive experience in natural language processing and computational linguistics. He has held academic positions since 2008 and currently leads research on pragmatic NLP models and multilingual systems. PhD in Computer Science, The University of Tokyo (2005-2008) MSc in Information Science (2000-2002) BSc in Information Science (1996-2000) His research focuses on mechanistic interpretability in NLP models, multilingual/multimodal NLP , and efficient model design using trie structures and conjunctive features. He also investigates knowledge acquisition from social data and evaluation metrics for language generation . Recent publications include work on neuron empirical gradient analysis (ACL-25), multilingual knowledge representation (EACL-24), and compact embedding methods (CoNLL-24). His research has been funded by multiple grants, including the University of Tokyo Excellent Young Researcher program and JSPS fellowships. Committee Special Award, Association for NLP (2023) JSAI SIG Research Award (2022) Best Interactive Award, DEIM Forum (2019, 2016) He developed widely-adopted NLP tools like pecco (fast classification library), RenTAL (LTAG-to-HPSG grammar converter), and J.DepP (Japanese dependency parser). His lab emphasizes strong equivalence in formalism comparisons and pragmatic model design .
Professor Keita Takayama is a prominent academic in education studies at the University of South Australia’s UniSA Education Futures. His work focuses on global education policy, comparative education, and teacher education methodology. He actively engages with transnational policy processes, decolonial research frameworks, and critical analyses of international assessments like PISA. As editor of the Asia-Pacific Journal of Teacher Education (APJTE), he emphasizes rethinking teacher subjectivity and pedagogical practices. His research critiques the politics of knowledge production and advocates for methodological innovations like 'Asia as Method.' Recent work addresses contradictions in education export policies, linguistic imperialism in scholarship, and the role of education in resisting authoritarianism. Education Background: Doctorate in Education (focus on comparative policy studies) Advanced training in decolonial methodologies and policy analysis Research Interests: Professor Takayama’s work bridges global and local educational contexts. Key themes include: Policy mobilities & transnational education governance Reimagining comparative education through 'negative' comparative frameworks Ethics of academic publishing and knowledge dissemination Teacher education’s role in shaping democratic societies Labs/Teams: Leads the APJTE editorial collective and co-founded the iTKNe transnational knowledge exchange platform for teacher educators. Active in global academic networks addressing East Asian education stereotypes and postcolonial educational research.
Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.
Alis Oancea is Professor of Philosophy of Education and Research Policy at the University of Oxford's Department of Education, part of the Social Sciences Division. She holds additional roles including ESRC Centre for Global Higher Education Deputy Director and Social Sciences Division Advocate for Responsible Engagement. With dual doctoral degrees (DPhil from Oxford and PhD from Bucharest), she also received a Doctor Honoris Causa from University of the West Timisoara. Her research focuses on meta-research, research policy, and higher education governance. Key areas include research assessment frameworks, impact measurement, ethics, open knowledge practices, and teacher education. She co-edited the 2024 Handbook of Meta-Research and leads international studies on research cultures and policies. Education: DPhil (Oxford), PhD (Buc), DipLATHE (Oxford), Dhc (UWT) Roles: Director of Research (2016-20), REF2021 Coordinator, ESRC CGHE Deputy Director Leadership: Over 30 funded projects including the RKEEI initiative and BERA Observatory Her 150+ publications span research policy, impact evaluation, and education systems. Awards include FAcSS Fellowship and numerous international advisory roles across Europe and Norway. Advises on global education reforms and chairs panels for EU, UK, and Nordic research councils. Current doctoral supervision focuses on research policy, higher education systems, and teacher education innovations. Active in editorial roles for Oxford Review of Education and Review of Education .
Dr. Reba Wissner is an Associate Professor of Musicology at the Schwob School of Music, Columbus State University, where she also serves as Interim Associate Dean in the Honors College. She specializes in film, television, and video game music, with a strong commitment to pedagogy and accessibility in higher education. Education: PhD, Musicology, Brandeis University, 2012 MFA, Musicology, Brandeis University, 2008 BA, Music and Italian, Hunter College, CUNY, 2005 Graduate Certificate, Higher Education Administration, Northeastern University, 2019 Graduate Certificate, Instructional Design, University of Wisconsin - Stout, 2020 Levels 1, 2, and 3 UDL Credentials, UDL-IRN Quality Matters Certified Peer Reviewer and Master Reviewer Dr. Wissner’s research centers on music in screen media, particularly Cold War-era television, and the intersection of music with cultural narratives. She is a leading voice in public musicology and Universal Design for Learning (UDL), advocating for inclusive and accessible music education. Her work spans historical analysis, pedagogical innovation, and interdisciplinary media studies. Her recent publications reflect a consistent focus on sonic storytelling, with books on The Twilight Zone , The Outer Limits , David Lynch, and Twin Peaks . She explores themes of nuclear anxiety, identity, and adaptation across media. Her editorial projects include the Oxford Handbook of Public Musicology and a guide on UDL in music history classrooms. Scientific Awards and Recognitions: Scholarship of Teaching and Learning Award, Columbus State University, 2022 Governor’s Teaching Fellow, Louise McBee Institute of Higher Education, 2022 Quality Matters Certified Peer Reviewer and Master Reviewer UDL Levels 1–3 Credentials Dr. Wissner has secured editorial contracts with Routledge and Oxford University Press, reflecting her leadership in the field. She mentors emerging scholars through collaborative editing and public scholarship initiatives. Her work in online learning and accessibility has shaped curriculum development and peer review standards. She leads the Public Musicology Certificate program and contributes to interdisciplinary studies and honors education. She is actively involved in research teams focused on media music and pedagogical innovation, integrating digital tools and inclusive design into music history education.
