Scott Downing is an Associate Professor of English at the Kenai Peninsula College, part of the University of Alaska Anchorage. He teaches 100- and 200-level composition courses and is based in the Walter E. Ward Building (WWB) 210 on the Kenai River Campus. His research focuses on the use of narrative in ePortfolios and multimodal composition. Education: M.A. in Writing from DePaul University (2002) M.B.A. from Ohio State University (1990) B.S. from Ohio State University (1995) Achievements: Certified Quality Matters status for WRTG 111: Introduction to Composition (June 6, 2016) Contact: Email: smdowning@alaska.edu | Phone: (907) 262-0390 | Office Hours: Monday, Wednesday, Thursday 9:00 am - 11:30 am
Niels Pinkwart is a Professor at Humboldt University of Berlin within the Faculty of Mathematics and Natural Sciences and Institute of Computer Science, serving as Member of the Faculty Council. His research group focuses on Computer Science and Society and Computer Science Didactics, developing AI-driven educational solutions for diverse learning contexts including vocational training, language acquisition, and autism support. His research centers on human-centered AI in education, with emphasis on adaptive learning systems, creativity assessment in programming environments, and inclusive technologies. Recent work examines physical embodiment in educational robots, bias mitigation in assessment algorithms, and neural engagement patterns in VR learning for neurodiverse populations. He investigates how multimodal feedback systems and LLM integration can enhance language learning while maintaining pedagogical alignment. Current publications reveal a strong trend toward practical AI implementation in real-world educational settings, particularly in vocational contexts and global health education. His team develops deployable tools like the AI Campus 2.0 platform and Zirkus Empathico 2.0 game, with increasing focus on ethical AI deployment and cross-cultural applicability as evidenced by Nigeria-based healthcare studies. The research consistently bridges theoretical frameworks with classroom-ready applications. Professor Pinkwart supervises doctoral candidates including Heinrich Mellmann, Kerstin Wagner, Gregor Wrobel, and Michael Piechotta, with disputation dates scheduled through late 2025. His work receives funding through collaborative projects like the Verbundprojekt KI-Campus 2.0, where HU Berlin leads the platform development component. The research group maintains strong industry and international healthcare partnerships, particularly in digital transformation initiatives for resource-constrained environments. He directs development of specialized educational technologies including sound-driven robot quiz systems with fair responder detection and multimodal feedback, alongside serious games for social-emotional development in autism. Current lab activities focus on scaling bias-mitigated exam assembly tools for vocational education while expanding VR-based cognitive engagement metrics across neurodiverse populations.
Nicole A. Wilson, Ph.D., M.D. serves as a faculty member at the University of Rochester Medical Center within the departments of General Surgery, Pediatrics, and Surgery. She practices at Golisano Children's Hospital in Rochester, NY, specializing in pediatric surgical care with clinical expertise in pediatric general/thoracic surgery, minimally invasive techniques, and congenital neonatal diseases. Her research program focuses on computational imaging, 3D modeling, biomechanics, and medical device development through the Pediatric Surgery Structure-Function Laboratory. Current research examines the intersection of social determinants of health with pediatric surgical outcomes, machine learning applications in trauma activation systems, and novel imaging technologies for procedural guidance. Dr. Wilson's publication portfolio demonstrates strong emphasis on healthcare disparities, with recent work analyzing neighborhood deprivation impacts on child abuse severity, gastrostomy utilization patterns, and kidney transplant outcomes. Her engineering background informs translational projects including photoacoustic imaging for gastric tube placement and adhesion prevention pharmacotherapies. Jay Grosfeld, MD Scholar Grant (2023) Keith D. Amos, MD Memorial Award (2018) Eugene M. Bricker, MD Teaching Award (2018) Alpha Omega Alpha Medical Honors Society (2018) As an educator, she actively mentors medical students, graduate students, and surgical residents. Her leadership extends to quality improvement initiatives that have successfully reduced healthcare disparities in gastrostomy tube management and ovarian torsion care. Current projects include developing AI-assisted trauma activation systems and investigating impostor syndrome within pediatric surgical professionals.
Miranda Egger is an Assistant Professor and Director of Composition at the Department of English , University of Colorado Denver , where she teaches rhetoric and pursues research in digital spaces and pedagogical practices. Education : MA in American Literature (University of Colorado), PhD in Rhetoric, Writing, and Discourse Studies (Old Dominion University) Roles : Senior Instructor of Rhetoric, Assistant Director of Composition Her research focuses on rhetorical theories of reading , multimodal pedagogies , and Writing Program Administrator (WPA) scholarship , reflecting her dedication to advancing writing education in evolving academic environments. Contact: miranda.egger@ucdenver.edu . Office Location: North Classroom 4018B; Office Hours by appointment via ZOOM.
Penelope Collins , a Professor at the School of Education, University of California, Irvine , specializes in linguistically diverse literacy development from early childhood to high school, focusing on bilingual education, reading disabilities, and digital interventions. Her research integrates bilingual narrative tools literacy analytics language sampling methodologies educational technology to address equity in literacy outcomes. Recent publications explore AI-driven reading platforms writing pedagogy innovations language processing diagnostics STEM education access for English learners. Scientific Contributions Provost Faculty Fellow Leading meta-analyses on adolescent writing Developed digital tools for ADHD classroom management Early Grade Reading Assessment (EGRA) analysis
Antoaneta Tileva is a Professor of Cultural Anthropology at American University, specializing in linguistic anthropology, Eastern European studies, gentrification, and feminist theory. She holds a Ph.D. from American University (2019), an M.A. in International Affairs (American University), and a B.A. in Psychology/English (Georgetown University). Prof. Tileva teaches courses on intercultural communication, global inequality, and identity formation. She advises Food-Fueled, a student journal focusing on food issues, and was honored with the 2024 Outstanding Teaching Award. Her research explores intersections of language, food, and political movements, particularly in Bulgaria and Eastern Europe. She frequently contributes to discussions on capitalism critiques, cultural heritage, and radical social movements. Tileva has published articles on inflation dynamics, ageism in workplaces, and mental health access for marginalized communities, emphasizing accessible, public-facing scholarship. Education: Ph.D., Cultural Anthropology, American University – 2019 M.A., International Affairs, American University B.A., Psychology/English, Georgetown University Key Research Themes: Linguistic anthropology & food studies Gentrification and placemaking Left-leaning social movements Cultural heritage preservation Tileva’s writings blend academic rigor with public engagement, addressing topics like inflation’s societal impacts, age discrimination in hiring, and entrepreneurial solutions to mental health inequities. She actively advocates for multigenerational workforce policies and culturally responsive healthcare systems.
Dr. Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and Professor in the Department of Teaching and Learning at Virginia Commonwealth University's School of Education. She holds a PhD in Education from UC Davis and specializes in K-12 multilingual education, language-based content instruction, second language writing, and teacher preparation. Her research develops practical frameworks like the Language-Based Approach to Content Instruction (LACI). With over 30 years of teaching experience across K-12 and higher education contexts, she has authored/edited 30+ books including Supporting Multilingual Learners' Academic Language Development (2023) and Scaffolding for Multilingual Learners (2022). Her work emphasizes functional approaches to language development and genre-based pedagogy. Honors include the TESOL International Association presidency (2018-2019), Mid-Career Award from AERA (2017), and serving on iCivics' Expert Advisory Council. She collaborates extensively with K-12 schools to implement language-based instructional approaches.
Vincent Odamtten is the William R. Kenan Jr. Professor of Literature and Africana Studies, specializing in African, Caribbean, and African-American literatures. He holds a Ph.D. in English from SUNY Stony Brook, alongside M.A. and B.A. degrees from the University of Cape Coast, Ghana. His research focuses on authors such as Ama Ata Aidoo and Chinua Achebe, and explores themes of identity, postcolonialism, and cultural narratives. Currently, he is developing a multimedia project on Togbi Sri II, a paramount chief of the Anlo-Ewes in Ghana. He teaches courses including Introduction to African-American Literature , Contemporary African Literature , and African American Literature & Multimodal Criticism . His scholarly contributions include acclaimed works on Aidoo and edited volumes on Amma Darko. His publications span literary criticism, biographical analysis, and political commentary. No scientific awards are explicitly listed, but his academic contributions have been recognized through his professorship and editorial roles. He has no listed advisees or grants, though his research projects highlight interdisciplinary engagement with literature and culture.
Dr. Jessica Edwards is an Associate Professor of English at the University of Delaware (UD), affiliated with the College of Arts & Sciences. She holds dual roles as English Internship Coordinator and Academic Co-Director for the Mandela Washington Fellows Leadership in Civic Engagement program. Her academic journey includes a BA in English from Spelman College, MA and PhD in English (Rhetoric & Composition) from Washington State University. Her research focuses on critically conscious pedagogy in writing classrooms, inclusive practices in technical communication, and African American literature. She emphasizes using writing to heighten historical, political, and racial consciousness among students. Key interests include social justice frameworks in education and decolonizing academic spaces. Edwards has received prestigious awards including the 2020 UD Excellence in Teaching Award and the 2024 CCCC Technical Communication Award for her article co-authored with Dr. Josie Walwema. Her scholarship spans over a decade, addressing topics like non-tenure-track faculty experiences, race in the workplace, and digital pedagogy innovation. Grants & Initiatives: Co-founded the Writing Innovation Symposium, contributed to the Black in America textbook project, and leads professional development programs. Labs/Teams: Active in the University’s writing program administration and collaborates with global education initiatives through the Mandela Fellowship program.
Thomas Leitch is the Unidel Andrew B. Kirkpatrick, Jr. Chair in Writing at the University of Delaware, affiliated with the Department of English within the College of Arts & Sciences. A graduate of Columbia and Yale, his academic journey bridges literary scholarship and cinema studies, with a focus on narrative theory, genre cinema, and adaptation studies. His work examines how textual adaptations—particularly of literary classics into film—shape cultural understanding and pedagogical approaches to English studies. Leitch’s research portfolio includes ten books and over a hundred essays, with notable works like Film Adaptation and Its Discontents (2007) and The History of American Literature on Film . He co-edited Hitchcock Annual and authored two monographs on Alfred Hitchcock, exploring directorial authorship and cinematic storytelling. His recent scholarship extends into transnational adaptation, censorship impacts, and interdisciplinary public humanities. Academically, Leitch serves on editorial boards for Adaptation , Journal of Adaptation in Film and Performance , and Hitchcock Annual , while also reviewing mystery fiction for Kirkus Reviews . His Fulbright Lecturer role at Hebrew University of Jerusalem highlights his global academic contributions. Awards include an Edgar Allan Poe Award nomination for Perry Mason and Crime Films (2003). Leitch advocates for inclusive pedagogical strategies, blending cinephilia with critical analysis in teaching film and literature. His work frequently interrogates adaptation’s role in preserving or reimagining cultural heritage, with recent explorations into digital media’s impact on literary education.
Cecilie Cathrine Takle is an Associate Professor in Nordic literature at the University of Agder, specializing in children's and young adult literature. She leads the university's Children's and Young Adult Literature research group and serves on the board of Barnebokkritikk and the Norwegian Children's Book Institute's council. Her academic background includes a Doctorate in Nordic literature from the University of Oslo (thesis on honor representation in Siri Pettersen's The Ravens trilogy) and a Master's from UiA focusing on Maria Parr's Tonje Glimmerdal . She also holds specialized education in children's literature from institutions across Scandinavia. Research interests span children's poetry, fantasy genres, Norse mythological influences, and authorship studies of figures like Tove Jansson, Håkan Hellström, and Anne-Cath. Vestly. Her work bridges literary analysis with pedagogical applications, emphasizing narrative techniques in texts like Harry Potter and Buster Oregon Mortensen . Publications focus on adaptation studies (e.g., Buster's Mother in text/film comparisons), radio literature history (Anne-Cath. Vestly's contributions), and Norse cultural currents in modern fantasy. She actively engages with media through radio features and journalistic commentary on Håkan Hellström's literary legacy. Teaching responsibilities include courses on Norwegian language education, children's literature pedagogy, and school library practices at UiA. Her research group collaborates internationally, with recent projects examining Swedish-Norwegian authorial exchanges and the cultural impact of children's media.
Astrid Stifoss-Hanssen serves as Assistant Professor at the Department of Engineering Sciences, University of Agder (UiA), where she heads the joint subjects section. Her primary responsibilities include teaching language and communication in engineering preparatory programs (including the Y-path) and providing academic writing instruction and ethics education for engineering students. Her research focuses on multimodal text analysis within engineering contexts, examining how visual and textual elements interact in technical communication. She has extensive expertise in academic writing pedagogy, having previously taught writing and reading as fundamental skills in teacher education programs. Her work bridges rhetorical theory with practical engineering communication needs, particularly exploring sustainability discourse in educational settings. Analysis of her publications reveals consistent thematic development across her career, with increasing focus on engineering-specific communication challenges. Her research demonstrates how multimodal approaches transform technical writing instruction and how sustainability rhetoric manifests (and fails to manifest) in educational discourse. The interdisciplinary nature of her work connects engineering education, media studies, and rhetorical analysis. Stifoss-Hanssen actively contributes to the Communication and Media Studies research group at UiA, developing curriculum materials that address the evolving communication demands of engineering professionals. Her teaching portfolio spans academic writing supervision, language instruction for engineers, and ethics education, reflecting her commitment to holistic professional development for engineering students.
Dr Julianne Challita is a Lecturer in the Discipline of Occupational Therapy at the Sydney School of Health Sciences, University of Sydney. Her research focuses on pediatric occupational therapy interventions, particularly addressing social competence, cognitive strategies in learning, and handwriting development in early childhood. She has contributed to understanding the interplay between educational curricula and child development through studies on NSW school syllabuses. Her work emphasizes evidence-based practices such as the PRPP intervention system and integrates insights from parents and teachers to improve social and motor skills in children with learning challenges. Her academic contributions span publications in journals like Australian Occupational Therapy Journal , British Journal of Occupational Therapy , and Journal of Occupational Therapy, Schools, and Early Intervention . Recent research includes analyzing handwriting accuracy's impact on readability and cognitive strategies in alphabet-letter writing. Earlier work explored social competence patterns in young children through qualitative parent and teacher perceptions. No scientific awards or grants are listed in the provided profile. She has not reported any formal graduate students but has collaborated on interdisciplinary projects involving educational and therapeutic approaches for children. Her research trends reflect a commitment to bridging occupational therapy practices with educational frameworks, emphasizing early intervention and holistic child development strategies.
Stephen Moore is an Associate Professor in the Department of Linguistics at Macquarie University, Australia. He holds an additional role as Adjunct Professor (Teaching) at the Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Vietnam National University in Ho Chi Minh City (2025–2027). His research focuses on applied linguistics, particularly in Southeast Asian contexts, with emphasis on English language teaching, research leadership development in Cambodia and Vietnam, and critical thinking in linguistics education. Moore has led nine research projects since 2007, including investigations into financial advisor discourse in Australia, research training leadership in applied linguistics in Cambodia, and the impact of IELTS testing in developing countries. His work bridges theory and practice, addressing challenges faced by educators and researchers in multilingual settings. Notable contributions include co-authoring books such as Exploring discourse in context and in action (2017) and Language for specific purposes (2015). His recent studies analyze returnee scholars’ roles in Cambodia’s academic landscape and critical thinking integration in linguistics curricula. Moore’s research spans interdisciplinary areas like professional communication for accounting students, cross-cultural education strategies, and community-based crime prevention. He has published over 50 peer-reviewed articles, demonstrating sustained academic engagement across multiple decades.
Samantha Dix is a Senior Lecturer and Director of Simulation at Monash University’s School of Nursing and Midwifery. She holds a Doctorate by Research from the same institution, alongside qualifications including a Master of Nursing (Emergency Care) from La Trobe University and a Diploma of Applied Science (Nursing) from Monash University. Her expertise focuses on simulation-based education (SBE) to bridge knowledge and clinical practice gaps in healthcare education. Dr. Dix’s research emphasizes leveraging SBE to enhance healthcare professionals’ skills, particularly through interprofessional collaboration and consumer co-design. Her work aligns with UN Sustainable Development Goal 4 (Quality Education), aiming to improve patient care through innovative educational strategies. Notable projects include addressing cognitive bias in healthcare and advancing infection control training in aged care settings. Education: Doctorate by Research, School of Nursing and Midwifery, Monash University (2023) Master of Nursing (Emergency Care), La Trobe University (2010) Bachelor of Nursing (Post-registration), Queensland University of Technology (1996) Diploma of Applied Science (Nursing), Monash University (1990) Her awards include the Best full paper nomination (2024) and multiple MNM Writing Retreat recognitions (2019, 2022). She has led and contributed to research projects funded by grants, focusing on nurse standards, infection control, and SBE methodologies. Dr. Dix actively supervises non-HDR research projects, including studies on virtual simulation and novice nurse transition support. Collaborations with interdisciplinary teams and consumers underscore her commitment to translating research into practical educational tools. Her lab and team efforts integrate multimodal analytics and AI-driven systems to enhance team-based learning and reflective practices in healthcare simulations.
