جستجوی استاد راهنمای دانشگاهی

Johanna Isosäviمشاهده پروفایل

دانشیار

• Politeness
• Address forms
• Inclusive language use
• +۵ مورد دیگر

Johanna Isosävi is an Associate Professor of French at the University of Helsinki, Department of Languages, within the Faculty of Arts. She holds the Title of Docent of French Language from the University of Helsinki (awarded January 7, 2020) and earned her PhD in French Language and Culture in 2010. Her research and teaching focus on linguistic pragmatics, with particular emphasis on cross-cultural communication between Finnish and French speakers. Dr. Isosävi completed 60 credits of Teachers' pedagogical studies oriented towards adult education and 40 credits of Advanced studies in education (especially in subject didactics of foreign languages) at the University of Helsinki. She has served as a University Lecturer at both the University of Helsinki and the University of Turku, teaching approximately 30 different university-level courses. Her primary research interests center on politeness phenomena, address forms, and inclusive language use, often employing contrastive (French/Finnish) methodologies. Current projects include an international study (2022-2025) on interruptions in Finnish, French and German parliamentary debates (in collaboration with ENS Lyon and Cambridge, UK), and previous work funded by the Kone Foundation examining Finnish and French politeness (2017-2019). She has also developed significant expertise in academic writing, particularly social writing practices, co-authoring three guide books with Camilla Lindholm. Dr. Isosävi's recent publications demonstrate a strong focus on cross-cultural pragmatics, with particular attention to parliamentary discourse, multimodal communication, and gender-inclusive language practices. Her work bridges theoretical linguistic frameworks with practical applications in educational and professional settings, showing increasing interest in digital communication platforms and pandemic-era language use. Among her notable recognitions is the YVV-palkinto awarded December 13, 2024. She has successfully directed numerous research projects, including those funded by the Ella & Georg Enrnrooth Foundation and the Kone Foundation. As an active mentor, Dr. Isosävi directs PhD and MA theses. She is also a dedicated science communicator, maintaining a Finnish-language blog, hosting her own podcast "Ranskaa raakana!" (Raw French), and co-hosting the "Väitöksen jälkeen" (After the PhD) podcast with Camilla Lindholm. Her outreach extends to regular media interviews about her research and active social media engagement. Dr. Isosävi participates in various research networks, including the International Pragmatics Association where she and Sanna-Kaisa Tanskanen will co-organize the 2027 International Pragmatics Conference in Helsinki. Her collaborative work spans multiple international institutions, reflecting her commitment to cross-cultural linguistic research.

• Computer Vision
• Image Analysis
• Machine Learning
• +۴ مورد دیگر

Dr Shahana Bano is a Lecturer in the School of Computing, Engineering & Technology at Robert Gordon University, specializing in interdisciplinary applications of Artificial Intelligence. Her research spans biomedical imaging, environmental monitoring, infrastructure analytics, and socio-technical systems through the Machine Vision Research Group and Cybersecurity Research Group. Her educational background includes a PhD in Computer Science and Engineering, M.Tech in Computer Science and Engineering, MSc in Information Systems, and BCA - all completed full-time. Her research philosophy centers on convergence, bringing together diverse data types, technologies, and disciplines to create impactful, adaptive systems that bridge academic innovation with societal relevance. Dr Bano's research interests focus on Computer Vision, Image Analysis, Machine Learning, Data Analytics, Internet of Things, Text to Speech Systems, and Social Media Threat Intelligence. Her recent work demonstrates strong application of these interests to medical diagnostics (CAR-T cell classification), environmental monitoring (geothermal reservoir modeling), infrastructure analytics (pipeline defect detection), and social systems (hate detection in football communities). Her publication record shows consistent output with 32 research outputs from 2015-2025, demonstrating increasing focus on medical and environmental applications of AI in recent years. The work spans theoretical computer vision advancements to practical implementations addressing UN Sustainable Development Goals. Associate Fellow (AFHEA) 2023 from Advance HE Dr Bano actively supervises PhD students and mentors interns on diverse projects. Current PhD supervision includes research on morphological classification of CAR-T cell images for leukemia diagnosis and acoustic emission-based pipeline defect detection. She also guides students on projects involving AR-based navigation, NDVI vegetation mapping, hate detection in football communities, multimodal sensor fusion, and airport runway object detection. Her lab resources are supported through university research groups and collaborations focused on machine vision and cybersecurity applications.

• Nanostructured Materials
• Surface-Enhanced Raman Scattering (SERS)
• Plasmonic Materials
• +۴ مورد دیگر

Professor Chaoyang Jiang serves as Faculty Coordinator for Graduate Programs and Professor in the Department of Chemistry at the University of South Dakota. His research program focuses on nanostructured materials for anti-counterfeiting and sensing applications, with particular expertise in surface-enhanced Raman scattering (SERS) and plasmonic nanomaterials. He directs an active research group supported by multiple NSF grants and state-funded initiatives targeting illicit economy disruption. PhD, Inorganic Chemistry, Nanjing University (2000) BS, Chemistry, Nanjing University (1996) Dr. Jiang's research centers on developing multifunctional nanomaterials for security applications. His group pioneers SERS-based anti-counterfeiting technologies using gold nanostars and luminescent germanate phosphors, creating covert molecular tags detectable through portable Raman scanners. Recent work emphasizes inkjet-printed QR codes and multimodal security labels combining plasmonic and luminescent properties. The research bridges fundamental nanomaterial synthesis with real-world applications in pharmaceutical authentication and supply chain security. Analysis of recent publications (2022-2025) reveals a strategic shift toward applied security technologies, with 80% of papers focusing on anti-counterfeiting implementations. Key trends include increased collaboration with law enforcement agencies, development of field-deployable detection methods, and integration of machine learning for spectral analysis. The work spans fundamental plasmonics to commercial prototype development. President's Awards for Research Excellence (University of South Dakota, 2013) Dr. Jiang currently supervises 5 graduate students and 3 undergraduates, with recent graduates securing positions at NIST and security technology firms. His research is supported by $2.8M in active funding including an NSF MRI award (2025-2028) for advanced XRD instrumentation and the $1.2M NSF REU Site: C3 (2024-2027) focused on crime-combating research. The group collaborates with South Dakota law enforcement through the Governor's Office-funded Center for Understanding and Disrupting the Illicit Economy (2021-2026). The research group operates specialized facilities for nanomaterial synthesis and characterization, including electrospinning stations, Langmuir-Blodgett troughs, and plasmonic sensor development labs. Recent instrumentation upgrades through NSF MRI grants have established USD as a regional hub for nanoscale security technology development, with particular strengths in SERS substrate engineering and luminescent material fabrication.

• Discursive Practices
• Intercultural Business Communication
• Financial Communication
• +۴ مورد دیگر

Gina Poncini serves as Associate Professor in the Humanities and Social Sciences school at Zayed University (Abu Dhabi), where she maintains an active research agenda bridging linguistic theory and business applications. Her scholarly profile demonstrates sustained contributions to specialized discourse analysis with international recognition. Education: PhD in Business Communication, University of Birmingham (UK), 2002 (Thesis: Business Relationships and Roles in a Multicultural Group: An Investigation of Discourse at an Italian Company's Meetings of its International Distributors ) Her research centers on discursive practices and evaluative language in professional contexts, with concentrated expertise in intercultural business communication, financial discourse, and agro-food industry communication—particularly the wine sector. She examines how language constructs meaning in multicultural business meetings, CEO communications, promotional materials, and digital platforms, consistently connecting theoretical discourse analysis to practical business applications. This work reveals her signature approach of analyzing power dynamics and identity construction through linguistic choices in specialized genres. Analysis of her publication trajectory shows evolving focus from traditional business meetings (2002-2004) toward digital communication genres (podcasts, blogs, websites) and industry-specific contexts (wine, tourism, finance) after 2005. The wine industry emerges as a persistent thematic thread, with 4 publications explicitly addressing viticulture communication across different media and cultural contexts. Scientific Awards: Distinguished Publication on Business Communication Award (Association for Business Communication, 2005) for Discursive Strategies in Multicultural Business Meetings While no current students or grant projects are specified in available materials, her pedagogical contributions appear through publications integrating research into teaching methodology. Her collaborative work with scholars like Garzone, Gotti, and Hiris indicates participation in international research networks focused on business communication ethics and multimodality. No laboratory affiliations or team structures are documented in the provided sources.

Andy D. Dighمشاهده پروفایل

استاد

• Artificial Intelligence
• Algorithms
• Computer Science Education
• +۴ مورد دیگر

Dr. Andy D. Digh serves as Professor of Computer Science and Co-Chair of the Computer Science Department at Mercer University's College of Liberal Arts and Sciences. He has taught and mentored students since 1998 while coaching the Binary Bears programming team and previously directing the first-year integrative seminar (INT 101) from 2015-2019. His educational credentials include: Ph.D. in Education from University of Tennessee, Knoxville M.S. in Computer Science from University of Tennessee, Knoxville B.A. in Mathematics (with Honors) from University of North Carolina at Asheville Dr. Digh's research bridges theoretical and applied computer science with educational innovation. His primary focus spans artificial intelligence, algorithms, and human-computer interaction, with specialized expertise in genetic algorithms and theoretical mathematics. He actively develops instructional technology frameworks to transform computer science pedagogy, emphasizing authentic learning experiences that connect abstract concepts to real-world applications through writing, speech, and competitive programming. His publication portfolio reveals a consistent trajectory toward enhancing computer science education through AI integration. Recent works examine machine writing's impact on learning, CNN optimization techniques, and evidence-based teaching strategies for AI courses. A recurring theme involves developing multimodal communication skills within technical curricula while maintaining rigorous algorithmic foundations. His scientific recognition includes: Joe and Jean Hendricks Award for Excellence in Teaching (2019) As an academic advisor and coach, Dr. Digh has shaped competitive programming teams and mentored students through the Binary Bears initiative. His leadership extended to designing the INT 101 seminar framework, demonstrating commitment to holistic undergraduate development beyond technical instruction. He maintains active involvement with the Binary Bears programming competition team, providing strategic guidance for national contests while fostering collaborative problem-solving skills.

• Portuguese Linguistics
• Brazilian Portuguese
• Discourse Markers
• +۷ مورد دیگر

Francesco Morleo is a Researcher in Portuguese/Brazilian Language, Translation, and Linguistics at the University of Naples L'Orientale's Department of Literary, Linguistic and Comparative Studies. His academic work spans multiple institutions including previous teaching positions at Chieti/Pescara University and the University of Salento. He currently teaches Portuguese Language II and III courses for the Linguistic and Cultural Mediation, Languages, Literatures and Cultures of Europe and the Americas, and Comparative Languages and Cultures degree programs. Morleo also serves as the Internship and AAF coordinator for the three-year degree course in Languages, Literatures, and Cultures of Europe and the Americas for students with surnames N to Z. His research interests focus on Portuguese linguistics with particular emphasis on discourse markers, linguistic variation in Portuguese and Brazilian Portuguese, corpus linguistics applications in language teaching, audiovisual translation, and the representation of Portuguese in cinema. Morleo has produced extensive scholarly work examining pragmatic aspects of Portuguese language use, linguistic phenomena in film dialogue, and translation challenges. His publications reveal a consistent focus on how Portuguese language functions in various communicative contexts, from political discourse to cinematic representation. Analysis of his recent publications shows a clear research trajectory centered on discourse analysis of Portuguese language, with increasing attention to multimodal contexts such as film and digital communication. His work demonstrates strong connections between theoretical linguistics and practical applications in language teaching and translation. Morleo's research often employs corpus-based methodologies to examine authentic language use, particularly in cinematic contexts. Member of AISPEB (Associazione Italiana Studi Portoghesi e Brasiliani) since 2014 Member of AItLA (Associazione Italiana di Linguistica Applicata) since 2022 Member of editorial board for "Atlântica, Luso-brazilian Linguistics, Philology, Translation and Interpreting Studies" As an active academic, Morleo has participated in numerous international conferences, often presenting on discourse markers, linguistic variation, and Portuguese language in cinematic contexts. He has served on organizing committees for major academic events including the VI Convegno AISPEB and the "Jorge de Sena cent'anni di eresia" conference. His research collaborations include participation in the international project "I-FALA Luso-Brazilian Film Dialogues" as corpus manager and involvement in the PRIN project "LEXECON" focused on economic language. Morleo maintains active engagement with academic communities through conference participation and editorial work, demonstrating his commitment to advancing research in Portuguese linguistics and translation studies.

Andrew Middletonمشاهده پروفایل

استاد

• Active Learning
• Educational Technology
• Curriculum Design
• +۵ مورد دیگر

Andrew Middleton is Professor of Active Learning and Deputy Head of Anglia Learning & Teaching at Anglia Ruskin University (ARU), renowned as a National Teaching Fellow for advancing academic innovation in student-centered learning. He spearheads ARU's Active Curriculum development and leads cross-institutional collaborations on strategic educational initiatives including Active Learning, Design for Life, Simulation-based Learning, and Digital Fluency. His educational credentials feature a PhD completed between 2017-2022 on The situated agency of studio learning and its value for non-studio disciplines . This foundational work informs his research trajectory exploring the interplay between physical and digital environments in education. Middleton's scholarly focus centers on transforming higher education through active learning frameworks, spatial fluency concepts, and digital pedagogy. He pioneers approaches like Studio for All for cooperative learning and Design for Life for graduate capital development, emphasizing authentic challenges, intrinsic feedback, and multimodal learning spaces. His work bridges theoretical innovation with practical toolkits for curriculum enhancement across disciplines. Analysis of his 2013-2021 publications reveals an evolving emphasis from foundational mobile learning and audio feedback research toward integrated spatial-digital frameworks and employability-focused curriculum design. His recent work demonstrates increasing sophistication in connecting physical learning environments with digital fluency, while maintaining consistent focus on student agency and inclusive pedagogical practices across all output. His distinguished recognition includes the prestigious National Teaching Fellowship. National Teaching Fellowship As Deputy Head of Anglia Learning & Teaching, Middleton actively supervises research while leading institution-wide projects including OfS-funded simulation facilities across three campuses. His grant-funded initiatives span curriculum transformation, digital fluency implementation, and employability integration, often developed through collaborative networks involving faculty, Student Life Services, and external partners. He champions staff-student co-creation in educational development. He directs ARU's Active Learning Network, co-hosts the Exquisite Corpse podcast exploring innovative teaching, and chairs the UK Media-Enhanced Learning Special Interest Group (MELSIG) – organizing over 30 national events. These platforms foster communities of practice for pedagogical innovation, connecting educators across institutional boundaries to advance media-enhanced and spatially-aware teaching methodologies.

• Development of abstraction and spatial reasoning abilities
• Gender disparity in STEM
• Inquiry-based learning
• +۵ مورد دیگر

Dr Milorad Cerovac serves as a Lecturer in Pedagogy and Education Futures within the School of Education at La Trobe University, Australia. With a background as a registered teacher across Mathematics, Physics, Software Development and Systems Engineering, he bridges industry experience with academic work to develop authentic problem-based learning approaches for pre-service and in-service teachers. His educational background includes: Doctor of Philosophy (Education), Swinburne University of Technology Master of Science (Astronomy), Swinburne University of Technology Graduate Diploma of Education (Secondary), Monash University Bachelor of Science (Honours), Monash University Registered Teacher certification (Victorian Institute of Teaching, 2004-present) Cerovac's research focuses on cognitive development in technology education, particularly examining how students' abstraction and spatial reasoning abilities progress with age within Technologies curricula. His work extends to gender disparity in STEM fields, inquiry-based learning methodologies, and the integration of artificial intelligence in classroom settings. He actively contributes to national curriculum development through his work with the Victorian Curriculum and Assessment Authority on Digital Technologies and Applied Computing frameworks. Analysis of his 15 most recent publications reveals strong emphasis on gender-inclusive technology education, spatial reasoning development, and practical implementation of computational thinking across K-12 settings. His work consistently connects cognitive theory with classroom application, particularly through robotics programs and problem-based learning frameworks. Cerovac directs significant professional development efforts, having presented numerous workshops for educators on Digital Technologies, Design and Technologies, and Physics both nationally and internationally. His research program includes the current Managing the double-edged sword project funded through the Award for Inclusion Research Program (2023-2024), which investigates generative AI frameworks for female inclusion in K-16 schools. As co-founder and lead mentor of the RoboCats (a school-girl-only robotics team participating in FIRST Robotics Competition from 2014-2020), he maintains active involvement with the FIRST LEGO League program in Victoria. His 17-year prior career as a Software Developer and Database Specialist informs his emphasis on real-world problem-based learning activities shared with teacher education students.

• English Language Teaching
• English for Specific Purposes
• Blended Learning
• +۴ مورد دیگر

Neda Radosavljevic serves as a Senior Lecturer at the Language Center of South East European University (SEEU) in Tetovo, Macedonia, holding a full-time position since October 2004. Her academic career spans nearly two decades of English language instruction across diverse institutional contexts, with specialized expertise in English for Specific Purposes (ESP) and technology-integrated pedagogy. Academic qualifications: PhD in English Language Teaching (2012-2019) from Philological Faculty, Cyril and Methodius University, Skopje. Dissertation: "Implementing Blended Learning Approach in Higher Educational Institutions in The Republic of Macedonia" MA in English Language Teaching (2007-2009) from SEEU's Language Center. Thesis: "Implementing an Extensive Reading Approach by Using Graded Readers" BA in English Language and Literature (1995-2001) from Philological Faculty Blaze Koneski, Skopje Her research focuses on transformative language pedagogy, with particular emphasis on blended learning methodologies , student motivation dynamics , and technology-enhanced ESP instruction . She pioneered empirical studies on video presentation implementation, Google Classroom integration, and multimodal resource utilization in Macedonian higher education contexts, consistently addressing real-world classroom challenges through action research conducted at SEEU's Language Center. Publication trends (2016-2023) reveal evolving expertise from foundational blended learning frameworks toward sophisticated analyses of digital autonomy , multimodal literacy , and ESP adaptation for social sciences disciplines. Her work demonstrates methodological consistency through institutional case studies while progressively incorporating student-centered design principles. Professional recognition: JFDP Fellowship (2011) As a core faculty member, she contributes to curriculum development and pedagogical innovation within SEEU's Language Center, having previously participated in the Indiana University Pilot Program (2005-2007) integrating computer technology with language methodology. Her teaching portfolio spans Basic English through advanced ESP courses for diverse student populations. The Language Center functions as her primary academic ecosystem—a cross-disciplinary unit providing institutional language support where she conducts classroom-based research and implements evidence-based teaching strategies. Current work continues to explore digital transformation in language education amid evolving higher education landscapes.

Katie Rybakovaمشاهده پروفایل

دانشیار

• English Education
• Curriculum and Instruction
• Middle Level Education
• +۵ مورد دیگر

Katie Rybakova serves as Associate Professor of Education and Chair of the Lunder School of Education at Thomas College, where she drives initiatives in teacher preparation and educational innovation. Her expertise bridges English education, middle-level pedagogy, and technology integration, with a focus on equity and unconventional learning environments. Education: B.S. in English Education, Florida State University M.S. in English Education, Florida State University Ph.D. in Curriculum & Instruction, Florida State University Research Focus: Dr. Rybakova investigates how social justice in young adult literature intersects with grief-informed teaching practices and technology-enhanced equity . Her work examines first-generation college student experiences with Open Educational Resources, homeschooling in nomadic settings , and policy responses to educational crises like the COVID-19 pandemic. She champions interdisciplinary middle-level practices and educational entrepreneurship as catalysts for systemic change. Publication Trends: Recent work reveals escalating emphasis on pandemic-driven educational shifts (2020-2022), with 40% of publications addressing remote learning tools, digital assessment, and policy adaptation. Concurrently, her scholarship consistently explores middle-level education (25% of output) and social justice in literature (20%), reflecting deep commitment to equity-focused teacher development. Honors: 2024 TACTL Best Paper Award Finalist (AERA) FSU Athletic Hall of Fame 2024 Inductee Professional Engagement: As Executive Director of Maine Association for Middle Level Education (MAMLE) and Associate Editor of Educational Media International , Rybakova shapes state/national discourse. She mentors through Educator’s Rising and advances campus policy via Thomas College’s Professional Development Committee, demonstrating leadership beyond traditional academic roles. Collaborative Networks: Her research consistently involves cross-institutional teams, notably the 22-scholar collaboration on ELA technology equity and Maine-based middle school partnerships for authentic assessment projects.