جست‌وجوی استاد و پژوهشگر

Bella Sureni Khojumyanمشاهده پروفایل

دانشیار

• Linguistics
• Phraseology
• Linguoculturology
• +۳ مورد دیگر

Bella Sureni Khojumyan is an Associate Professor at the Faculty of Russian Philology, Department of Russian Language, Yerevan State University. She has held this position since 1976 and continues active academic work. Education : Certified Specialist (1976), Associate Professor (1984) from Yerevan State University's Faculty of Russian Language and Literature Research Interests : Focus on linguistics , particularly somatic phraseology , linguoculturology , and intercultural communication . Her work examines: Comparative analysis of Russian and Armenian phraseological systems Cultural specificity in somatic expressions Nonverbal symbolism in linguistic worldviews Language teaching methodologies for non-linguistic students Publication Trends : Recent works emphasize somatic phraseology (2019 monograph), cross-cultural communication analysis (2021-2023), and pedagogical approaches. Her research combines cognitive linguistics perspectives with practical language teaching applications. Professional Contributions : Has published extensively in Armenian and Russian journals including Problems of Modern Russistics and Hayagitakan Handes . Notably co-authored educational materials with L.A. Ter-Sarkisyan and P.B. Balyan. Contact: khojumyan.bella@ysu.am

• Applied Linguistics
• English for Specific Purposes (ESP)
• Technical English
• +۳ مورد دیگر

Lidija Palurović is a Lecturer at the Department of Social and Humanistic Sciences , Faculty of Technical Sciences, University of Kragujevac , where she has taught English language and technical terminology since 2010. With BA (1997) and MA (2009) degrees in English Language and Literature from the University of Belgrade, she is currently a doctoral candidate at the same institution. Research interests include English for Specific Purposes (ESP) in technical domains Impact of digital communication on language education Social media's role in language acquisition Postmodern literary analysis Curriculum development for technical English Recent article trends focus on Technology's influence on ELT methodologies ESP pedagogy and business English Metafictional interpretations of postmodern novels Summary writing as a pedagogical tool in IT Language evolution in digital environments Publications span textbooks like English Terminology in IT (2018) and peer-reviewed papers on ELT, social media, and literature. She also serves as a language editor for the Serbian Journal of Electrical Engineering .

• Cognitive Development
• Attention Mechanisms
• Autism Spectrum Disorders
• +۳ مورد دیگر

Rebecca Lundwall is an Associate Professor in the Department of Psychology at Brigham Young University, affiliated with the College of Life Sciences and Neuroscience Center. Her research program examines cognitive development across the lifespan, with emphasis on attention mechanisms in neurotypical and clinical populations (autism, TBI, ADHD). She employs multimodal methodologies including neuroimaging (fMRI), genetic analysis, psychometric testing, and longitudinal designs to investigate how cognitive changes influence behavior and academic outcomes. Education: PhD, Cognitive Neuroscience, Rice University (2013) MA, Cognitive Neuroscience, Rice University (2011) MEd, Counseling and Guidance, Brigham Young University (1990) BS, Pre-Physical Therapy, Brigham Young University (1987) Research Focus: Dr. Lundwall investigates developmental trajectories of attention and cognition, with particular interest in genetic influences on reflexive attention, autism spectrum disorders (especially female presentation), and post-concussion cognitive outcomes. Her work integrates neuroimaging, behavioral assessment, and biomarker analysis to identify intervention targets. Current studies explore cross-cultural autism perceptions, mental health in neurodiverse populations, and bilingual education challenges for autistic students. Publication Trends: Recent articles (2023-2025) demonstrate strong emphasis on autism spectrum disorders—particularly in females and gender-diverse individuals—with recurring themes in mental health comorbidities (self-harm, suicidality), cross-cultural parent perspectives, and attention measurement methodologies. Neurodevelopmental mechanisms are frequently examined through genetic associations, visual processing paradigms, and large-scale replications. Professional Service: Ad hoc reviewer for multiple journals including Autism Research , Child Development Perspectives , and Infancy (2015-present). Teaching & Mentoring: Instructs courses in Cognition, Cognitive Development, Child Development, Research Methods, and Writing in Psychology. Directs the Cognitive Development Research Lab ( cogdevelopment.byu.edu ) where she trains students in neuroimaging, programming, and advanced statistics.

• English Didactics
• Foreign Language Education
• Writing Practices in Education
• +۳ مورد دیگر

Anita Normann is a Lecturer in English Subject Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). With over 30 years of teaching experience in secondary schools, she focuses on English and foreign language didactics, digital media integration, and writing practices in language education. She coordinates study quality for teacher education programs and supervises master’s and doctoral students. Academic Leadership: Study Quality Manager for the professional part of 5LU teacher education Key Research Groups: Student Writing USPiTE, University Schools and Partnerships in Teacher Education Research Themes: Her work bridges subject didactics with innovative practices like digital storytelling, social annotation technologies, and YA literature integration. She explores how these tools enhance engagement, reflection, and language acquisition among EFL learners. Publication Trends: Recent articles emphasize digital multimodal text production (2022–2024), Shakespeare pedagogy (2024), and Erasmus+ mobility impacts (2020). Earlier works (2013–2018) focus on writing support frameworks, teacher-student collaboration, and school-based competence development initiatives. Labs & Collaborations: She collaborates with the Student Writing USPiTE and University Schools and Partnerships in Teacher Education groups, contributing to national projects like eTwinning and Erasmus+ KA2.

Howard L. Smithمشاهده پروفایل

استاد

• Bilingual Education
• Multicultural Education
• Biliteracy
• +۳ مورد دیگر

Howard L. Smith is a Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio, within the College of Education and Human Development. His work focuses on bilingual education, multicultural curriculum development, and biliteracy instruction for multilingual learners. Research interests include: Designing culturally sustaining pedagogies using multicultural children's literature Addressing socio-cultural dimensions of academic writing Developing dual language programs and teacher education frameworks Advancing equity through critical literacy and community engagement His publications span journals like Bilingual Research Journal , Language Arts , and International Journal of Bilingualism and Bilingual Education , with three co-edited books including the forthcoming Diversity in Society and Schools (with Iyengar).

Rosalind Horowitzمشاهده پروفایل

استاد

• Discourse Studies
• Literacy Research
• Bilingual Education
• +۲ مورد دیگر

Rosalind Horowitz is a Professor in Discourse and Literacy Studies at the University of Texas at San Antonio (UTSA), affiliated with the College of Education and Human Development and the Department of Interdisciplinary Learning and Teaching, with a joint appointment in Educational Psychology. She earned her B.A., M.A., and Ph.D. from the University of Minnesota's Twin Cities Campus, with graduate work at Harvard University and Hebrew University - Jerusalem. Education: University of Minnesota (B.A., M.A., Ph.D.), Harvard University (graduate work), Hebrew University - Jerusalem (graduate work) Visiting Scholar: University of Toronto, Ontario Institute for Studies in Education (OISE), Russia, Ukraine Her research focuses on critical contrasts between oral and written discourse, literacy development, bilingual education, and cross-national language practices. She has extensively studied how speech transforms into academic writing, punctuation's role in argumentation, and transnational literacy dynamics in educational contexts. The 15 most recent publications highlight her expertise in literacy theory, discourse analysis, and cross-cultural educational practices. These works explore topics ranging from adolescent language beliefs to drama-based pedagogy, with a consistent emphasis on cognitive and sociocultural dimensions of literacy. Scientific Honors: Chair, AERA Special Interest Group on Research in Reading and Literacy Executive Council member, AERA overseeing 140 SIGs

Rachel Horstمشاهده پروفایل

مدرس

• Digital Literacy
• Educational Technology
• Futures Literacies
• +۳ مورد دیگر

Rachel Horst is a Lecturer in the Master of Educational Technology (MET) program at the University of British Columbia (UBC), Faculty of Education, Department of Language and Literacy Education. She holds a PhD in Language and Literacy Education from UBC, informed by a decade of secondary teaching experience. PhD in Language and Literacy Education (UBC) Her research explores digital arts-based methods, futures literacies pedagogy, and critical (post)digital literacies through posthumanist and generative AI frameworks. She focuses on ethical technology design, participatory AI systems, and environmental responsibility in digital tools, aiming to reimagine technology's role in education. Rachel teaches courses ETEC 531, ETEC 565H, ETEC 530, and ETEC 565C. Her work emphasizes values-based experimentation, accessibility, and care in educational technology, inviting educators to prototype alternatives that foreground consent and collaborative knowledge creation. She maintains a personal portfolio website ( www.rachelhorst.ca ) and is active on LinkedIn, engaging in public discourse about AI literacy and futures imaginaries. Her research integrates Donna Haraway's theories to challenge conventional technology narratives.

• English Language Teaching
• Second Language Acquisition
• Educational Technology
• +۵ مورد دیگر

Prof. Dr. Susanne Heinz is a Full Professor of Teaching English as a Foreign Language (TEFL) at the Christian-Albrechts-Universität zu Kiel since July 2016. She is currently on research sabbatical for the summer semester 2025. Her academic career includes previous positions as a senior lecturer of TEFL at the University of Augsburg (2011-2016) and the Pädagogische Hochschule Freiburg (2008-2011), as well as experience as a secondary school teacher of English and History. Prof. Heinz earned her doctoral degree in American Studies from Ruprecht-Karls-Universität Heidelberg (1998-2002), following teacher training at Seminar Rottweil, Baden-Württemberg (1996-1998) and undergraduate studies in English and History at Ruprecht-Karls-Universität Heidelberg and University of Stirling in Scotland (1989-1996). Her research focuses on innovative approaches to English language teaching, particularly in the areas of 21st century literacies, mobile enhanced language learning and teaching (MELLT), and the integration of diverse literary forms including graphic novels and young adult literature into EFL classrooms. She has made significant contributions to understanding how digital tools can enhance language acquisition and how cultural content, especially American studies topics, can be effectively taught to foreign language learners. Prof. Heinz's scholarly work shows a clear trajectory toward integrating technology with language pedagogy, with increasing focus on multimodal learning approaches. Her recent publications emphasize vocabulary instruction, digital tools for language learning, and the use of authentic cultural materials. She has also explored life writing and digital storytelling as pedagogical tools, particularly in relation to African American narratives. As an educator and mentor, Prof. Heinz has developed numerous teaching resources and teacher training programs. She received a post-doc scholarship for research on mobile learning in the EFL classroom from the Bavarian State Ministry for Gender Equality in Research and Teaching (2014-2016). Her work extends to editing academic journals and providing professional development for English teachers nationwide. Prof. Heinz has led collaborative research projects connecting schools and universities, particularly focusing on mobile learning applications in language education. Her work bridges theoretical research with practical classroom applications, creating resources that directly impact teaching practices in EFL classrooms across Germany.

• Applied Linguistics
• Multilingual Writing
• Translingualism
• +۴ مورد دیگر

Brooke Schreiber is an Associate Professor in the Department of English at Baruch College's Weissman School of Arts and Sciences, City University of New York (CUNY). Her academic appointments include coordinating the SWUFE joint degree program and serving as Associate Writing Director for the English Department Writing Program. She holds a Ph.D. in Applied Linguistics from Pennsylvania State University, an M.A. in English Language and Linguistics from the University of New Hampshire, and a B.A. in Sociology from Stanford University. Schreiber's research centers on linguistic justice, transnational writing education, and Global Englishes pedagogy. She investigates multilingual writing practices, translingual approaches, and the sociopolitical dimensions of language teaching. Her work actively challenges linguistic hierarchies and native-speaker biases through innovative pedagogical frameworks. Key research domains include: Transnational composition ethnography and joint degree programs Digital translanguaging and online intercultural exchanges Writing program administration for multilingual writers COIL (Collaborative Online International Learning) pedagogies Her publication portfolio demonstrates a consistent focus on linguistic diversity in writing education, with recent work emphasizing resistance to linguistic nationalism, ethical transnational partnerships, and decolonizing language pedagogies. Methodologically, she employs qualitative approaches including ethnography, discourse analysis, and action research across global contexts. Schreiber has received numerous honors including the Barbara Gluck Teaching Excellence Award (2022) and multiple PSC-CUNY research grants. Notable awards: Elbow Symposium for Teaching and Writing (2018) Melikian Scholar Award (2014) Gil Watz Outstanding Graduate Student Award (2014) Faculty Fellowship Publication Program (2017) She has secured significant research funding for projects including: Disrupting native-speakerism (PSC-CUNY, $5,973) Chinese-American joint degree programs (Lang Fellowship, $6,954) COIL impact studies (PSC-CUNY, $5,990) While no specific lab is mentioned, she collaborates internationally with scholars in Sri Lanka, Lebanon, China, and Serbia through COIL initiatives and transnational research teams.

Jonathan Kotchianمشاهده پروفایل

پژوهشگر ارشد

• early modern literature
• composition
• authorship
• +۶ مورد دیگر

Jonathan Kotchian is a Brittain Fellow in the School of Literature, Media, and Communication at the Georgia Institute of Technology's Ivan Allen College of Liberal Arts, a position he has held since 2012. He teaches first-year composition seminars while developing innovative pedagogical approaches that merge theatrical techniques with digital humanities. Dr. Kotchian's research centers on early modern English literature, examining how concepts of authorship co-evolved with satire and how "insider" literature relates to intelligence and literary taste. His scholarly work bridges Shakespearean/Milton studies with contemporary digital media forms, particularly interactive fiction. Primary research areas: early modern literary history, satire studies, intelligence theory Digital humanities focus: interactive fiction applications in composition pedagogy Teaching innovation: theater techniques in writing instruction Known for running composition seminars as acting classes, Kotchian incorporates physical warm-ups, improvisation, and scene study to help students foreground their motivations and affective responses. His digital pedagogy work includes pioneering the use of interactive fiction games to enhance multimodal composition understanding, documented through TECHStyle blog posts and campus presentations. As an active member of Georgia Tech's academic community, Kotchian serves on the DevLab Committee and has collaborated with colleagues including Drs. Mollie Barnes, Joy Bracewell, Leah Haught, and Amanda Golden on multimodal portfolio assessment and digital composition methods.

Christine Hoffmannمشاهده پروفایل

پژوهشگر ارشد

• Digital Rhetoric
• Technical Communication
• Multimodal Composition
• +۳ مورد دیگر

Christine Hoffmann (PhD, University of Arkansas; MFA, Art Institute of Chicago) is a Marion L. Brittain Postdoctoral Fellow in the School of Literature, Media, and Communication at Georgia Tech. Her scholarly work bridges post-Gutenberg and post-digital rhetorical environments, focusing on rhetorics of struggle, cultures of collecting, and the pedagogical and communicative potential of copious expression. She teaches multimodal composition and technical communication, integrating digital pedagogy into her courses. Education PhD in English or related field, University of Arkansas MFA in Creative Writing, Art Institute of Chicago Hoffmann’s research explores intersections between digital media, rhetorical theory, and queer theory. Her publications appear in journals such as College Literature , CEA Critic , and Rhizomes , with a focus on how abundance of expression challenges traditional rhetorical norms. She also contributes to TECHStyle , a digital pedagogy forum for Brittain Fellows.

• Complementary Therapies
• Art Therapy
• Dance Movement Therapy
• +۷ مورد دیگر

Renata Martinec is a Full Professor at the University of Zagreb, Faculty of Education and Rehabilitation Sciences, within the Department of Motoric Disorders, Chronic Diseases and Art Therapies. She teaches undergraduate courses including Introduction to Complementary Therapies and Psychosomatics, and graduate courses in Creative Therapy and Clinical Evaluation across multiple program levels. Her academic role focuses on integrating expressive arts into rehabilitation frameworks for diverse clinical populations. Her research spans complementary and expressive arts therapies with emphasis on dance movement therapy, bibliotherapy, and art therapy applications. She investigates trauma treatment, psychosocial rehabilitation, and quality-of-life enhancement for individuals with disabilities, chronic illnesses, and cancer. Key interests include body image disturbances, mindfulness integration, and inclusive practices like therapeutic beekeeping that promote social participation and vocational opportunities. Analysis of her 2021-2025 publications reveals a strong interdisciplinary trajectory blending art therapies with conventional rehabilitation. Recurring themes include nature-based interventions for social inclusion, violence prevention for vulnerable populations, and psychosocial support in chronic disease management. Her work consistently targets innovative, accessible therapeutic approaches that address both clinical and existential dimensions of patient care. No scientific awards were documented in the available materials. Details regarding student advising, grant funding, or formal mentorship programs were not specified in the provided documentation. As a core faculty member in the Department of Motoric Disorders, Chronic Diseases and Art Therapies, she operates within the Faculty's research ecosystem including the Laboratory for Psycholinguistic Research and Laboratory for Prevention Research, which provide infrastructure for studies in expressive therapies, motor behavior, and rehabilitation science.

• Book History
• Paratexts
• Translation Studies
• +۳ مورد دیگر

Dennis Duncan is an Associate Professor in English at University College London, with affiliations to the Royal Historical Society and the Society of Antiquaries of London. His expertise spans book history, translation studies, and experimental literary movements like the Oulipo. PhD in Translation and the Oulipo (Birkbeck, 2023) MSc in Computing (Birkbeck, 2002) MA in English (University of Manchester, 1996) BA(Hons) in English Language and Literature (University of Manchester, 1995) Research focuses on book history (especially indexes and paratexts), translation practices (notably Oulipian and modernist works), and literary combinatorics . Recent work explores intersections between typography, narrative, and historical reception. His publications include the monograph Index, A History of the (2021) and co-edited collections like Book Parts (2019). Articles analyze topics from audiobook evolution to the cultural significance of indexes. Fellow, Royal Historical Society (2021) Fellow, Society of Antiquaries of London (2021) Duncan actively participates in academic events, including speaking engagements at Oxford (2025) and conferences on AI and indexing (2024). He contributes to public discourse through regular writing in the New York Times , Guardian , and Times Literary Supplement .

Lucia Gordonمشاهده پروفایل

پژوهشگر

• Computer Vision
• Active Learning
• Multimodality
• +۵ مورد دیگر

Lucia Gordon is a PhD Candidate in Computer Science at Harvard University’s School for Engineering and Applied Sciences, where she is affiliated with Andrew Davies’ lab and the Pioneer Centre for Artificial Intelligence in Denmark. She is associated with Christian Igel’s and Serge Belongie’s groups at the University of Copenhagen, focusing on machine learning applications for Earth observation data and remotely sensed imagery. Education : A.B. in Physics and Mathematics from Harvard College (2018–2022); currently pursuing a PhD in Computer Science at Harvard (2022–present). Her research bridges Computer Vision , Active Learning , Multimodal Data Analysis , and Dataset Imbalance in ecological contexts. She is an NSF Graduate Research Fellow and has received academic distinctions including Magna Cum Laude, Highest Honors in Physics & Mathematics, Phi Beta Kappa, John Harvard Scholar, National Merit Scholar, and Scholastic Art & Writing Awards. Recent publications highlight her work on machine learning for Earth observation , with emphasis on ecological modeling , multimodal fusion , and active learning techniques. Her contributions span venues like ECAI, ECCV workshops, IJCAI, Monthly Notices of the Royal Astronomical Society, and Physical Review D. Scientific Awards : NSF Graduate Research Fellow Magna Cum Laude Highest Honors in Physics & Mathematics Phi Beta Kappa John Harvard Scholar National Merit Scholar Scholastic Art & Writing Awards Gold Key Scholastic Art & Writing Awards Gold Medal Lucia develops machine learning tools for ecological sustainability, leveraging statistical and algorithmic methods to address challenges in biodiversity monitoring and environmental data analysis. She actively participates in AI for Social Impact and BIOSPACE communities, presenting at conferences like AAAI, ECCV, ECAI, and BIOSPACE.

Clare Fisherمشاهده پروفایل

مدرس

• Creative Writing
• Contemporary Literary Fiction
• Creative Non-fiction
• +۴ مورد دیگر

Clare Fisher is a Lecturer in Creative Writing at the School of English, University of Sheffield. She holds a practice-led PhD in Creative Writing from the University of Leeds (2023), an MA in Creative and Life Writing from Goldsmiths College (2011), and a BA in History from Oxford University (2009). Fisher is an accomplished writer of contemporary literary fiction and creative non-fiction with three published books and numerous journal publications. Her research focuses on the methods and methodologies of contemporary prose writing, with particular interest in creative non-fiction, creative-critical, hybrid, and category-resistant prose. She explores writing that foregrounds the difficulties and paradoxes of writing through and with the body, examining implications for established methodologies in Creative Writing and Literary Studies. Fisher is also interested in cross-disciplinary collaboration and its relationship to contemporary structural crises. Fisher's publications demonstrate a consistent engagement with experimental forms, queer theory, and the relationship between writing and embodiment. Her work spans traditional literary fiction, creative non-fiction, and hybrid forms that challenge conventional genre boundaries. Recent publications show increasing engagement with digital culture, internet aesthetics, and contemporary anxieties while maintaining her focus on formal innovation. Betty Trask Award for All the Good Things (2017) Longlisted for Edgehill Short Story Award for How the Light Gets In (2018) Longlisted for International Dylan Thomas Prize for How the Light Gets In (2018) Fisher currently supervises practice-led PhD projects in areas including queer fiction, experimental memoir, Buddhist science fiction, and reimagined illness narratives. She has taught at multiple institutions including University of Leeds, Queen Mary University London, and Goldsmiths College, and previously served as a Royal Literary Fund Fellow at the School of Law, University of Leeds (2019-2021). Her teaching covers undergraduate and postgraduate modules on fiction writing, genre theory, and experimental approaches to prose. Fisher's creative practice extends beyond traditional publication into exhibitions and public engagement, as evidenced by her 2023 exhibition Cracked and Blessed at Sheffield Cathedral. Her work has been translated into over six languages and appears in prestigious journals including The London Magazine, Lithub, and 3:AM.