جست‌وجوی استاد و پژوهشگر

Wona Leeمشاهده پروفایل

مدرس

• Korean-English Bilingualism
• Korean Language Education
• Translanguaging Practices
• +۳ مورد دیگر

Wona Lee is a dedicated Lecturer and Program Coordinator of Korean Language at the University of California, Santa Barbara (UCSB). She earned her Ph.D. from UCSB’s Gevirtz Graduate School of Education in 2018, with a focus on bilingual education dynamics in Korean/English immersion classrooms. Her academic journey includes a Master of Arts in TESOL/Applied Linguistics from San Diego State University (2010) and an Advanced Certificate in TESL/TEFL. Her research interests bridge Korean-English bilingualism, translanguaging pedagogy, and sociocultural linguistics. She teaches Korean language courses at UCSB, emphasizing cultural literacy alongside linguistic proficiency. Prior to UCSB, she taught at Palomar College, San Diego State University, and La Sierra University, and participated in the Sogang Korean Immersion Program in Seoul. Her work explores translanguaging practices in multilingual communities, raciolinguistic dynamics in education, and language’s role in STEM instruction within bilingual contexts. While no formal awards are listed, her contributions to Korean language education and bilingual pedagogy are notable.

• Hispanic Literature
• Mexican and Chicana Studies
• Gender Studies
• +۳ مورد دیگر

Dr. Yolanda Melgar Pernias serves as a Lecturer at Humboldt University's Institute of Romance Studies within the Faculty of Languages and Literature. Her academic position (LkfbA - Lehrkraft für besondere Aufgaben) focuses on Hispanic literatures, particularly Spanish-language literary traditions. Based in Room 4.51 at Dorotheenstraße 65, she specializes in Mexican and Chicana literature, gender studies, and border theory. Her research interests center on contemporary Hispanic literary production with emphases on: Gender representation in Mexican/Chicana narrative Border consciousness and identity formation Memory studies in post-dictatorship literature Visual culture intersections with literary texts Spanish as a foreign language pedagogy Her scholarly output reveals consistent engagement with female authors from Mexico, Chile, and the US-Mexico border region, examining how literary works negotiate cultural identity, historical memory, and gendered experiences. Scientific recognition includes: Alexander von Humboldt Foundation Fellowship (2012) Her academic contributions extend to Spanish language teaching through textbook development for Klett publishers and educational resources for Spain's Ministry of Education. While specific grant details aren't provided, her Humboldt Fellowship indicates competitive research funding. Her institutional role includes developing curriculum for Spanish as a Foreign Language programs, reflecting dual expertise in literary scholarship and language pedagogy.

• Sociocultural perspectives on curriculum and assessment
• Formative assessment in education
• Psychology of learning
• +۴ مورد دیگر

Niamh Dennehy is a Lecturer in Education and PME Deputy Director at the School of Education, University College Cork (UCC). A former post-primary teacher of English, Irish, and LCVP (1996-2015), she specializes in sociocultural perspectives on curriculum, assessment, and learning, with particular focus on formative assessment, assessment literacy, and Irish immersion education. She contributes to PME, BSc.Ed, M.Ed., and PhD programs while leading research-led reforms in university assessment policies. Education: PhD in Education (2018), UCC Master's Degree in Education (2015), UCC B.A. (Hons) English and Applied Psychology (1994), UCC Higher Diploma in Education (1996), UCC Higher Diploma in Computer Science (1995), UCC B.A. (Modular) Gaeilge (1999), UCD Research Trends: Recent publications (2023-2022) emphasize assessment literacy, formative assessment strategies, English teaching innovation, and cross-border teacher education partnerships. Key themes include rubric design, digital badge initiatives, collaborative assessment practices, and policy implementation in Irish immersion contexts. Scientific Awards: Scotens Seed Funding (2021) John Coolahan Teaching Council Research Support Framework Award (2019) UCC College Research Support Fund (2018) NUI Dr Mary L. Thornton Scholarship (2017) UCC School of Education M.Ed. Scholarship (2013) Professional Contributions: Actively involved in initiatives like the Teaching Council of Ireland, SCOTENS cross-border collaborations, and assessment policy reforms. She leads modules in English pedagogy, psychology of education, and curriculum design, while collaborating with institutions in Ireland and Northern Ireland.

Paul E. Petersonمشاهده پروفایل

استاد

• Educational Policy
• School Choice
• Charter Schools
• +۵ مورد دیگر

Paul E. Peterson holds the Henry Lee Shattuck Professorship in Harvard University's Faculty of Arts and Sciences, Department of Government, where he directs the Program on Education Policy and Governance (PEPG). He concurrently serves as Senior Editor of Education Next: A Journal of Opinion and Research and as a Senior Fellow at Stanford's Hoover Institution, contributing to their Education Success Initiative focused on state-level policy solutions. His research centers on educational policy with emphasis on school choice mechanisms, charter school efficacy, and social capital dynamics. Peterson has pioneered longitudinal analyses of student achievement trends, documenting significant gains for students of color over 50 years and evaluating voucher program impacts. His work consistently bridges quantitative analysis of NAEP data with policy implementation studies, particularly examining how federalism shapes educational outcomes and how social networks influence intergenerational mobility. Recent publications (2023-2025) reveal three dominant trajectories: rigorous state-level charter performance benchmarking using NAEP metrics, analysis of social capital's role in educational mobility, and examination of political polarization's impact on school reform. His scholarship increasingly addresses pandemic-era educational disruptions while maintaining focus on structural inequities and market-based reform efficacy. His scientific recognition includes: John Simon Guggenheim Fellowship Woodrow Wilson Award from the American Political Science Association Walton Family Foundation Prize for Best Academic Paper on School Choice and Reform As PEPG Director, Peterson leads a high-impact research program producing policy-relevant studies frequently cited in national debates. The program's work on charter school rankings and voucher evaluations has directly influenced state legislation, while his Hoover Institution role connects academic research to practical governance solutions. Though specific grant details aren't provided, PEPG's sustained output indicates substantial research funding, and his editorial leadership at Education Next shapes scholarly discourse through curated opinion-research synthesis. PEPG operates as Peterson's primary research hub, coordinating multi-institutional studies on education policy with emphasis on empirical evaluation of reform initiatives. The program's work integrates quantitative analysis, survey research, and policy experimentation, maintaining strong connections to state education agencies through its focus on actionable solutions for policymakers.

Rima Basuمشاهده پروفایل

دانشیار

• Ethics
• Epistemology
• Philosophy of Race
• +۲ مورد دیگر

Rima Basu serves as Associate Professor of Philosophy at Claremont McKenna College, where her work bridges ethics, epistemology, and philosophy of race. She fundamentally argues that morality speaks to belief formation, establishing that beliefs themselves can wrong others and that moral stakes rightly influence evidential thresholds. Her research program centers on 'doxastic wronging' and 'moral encroachment,' examining how racist beliefs inflict harm and why moral considerations determine sufficient evidence for belief. This work extends to social implications including polarization, educational practices, and digital identity formation, as seen in public writings like 'The Internet Never Forgets.' Analysis of her 15 most recent publications reveals escalating engagement with real-world applications, particularly regarding race, educational justice, and the ethics of forgetting. Her scholarship consistently demonstrates how abstract epistemic principles manifest in concrete social harms and responsibilities. Key recognitions include: Mark Sanders Foundation Prize for philosophical excellence Glenn R. Huntoon Award in Superior Teaching (2024), awarded by student vote Basu has secured substantial research funding from the Social Sciences and Humanities Research Council of Canada (SSHRC), National Endowment for the Humanities (NEH), and American Council of Learned Societies (ACLS). While specific advisees aren't listed, her teaching award indicates significant student mentorship impact within Claremont McKenna's philosophy program.

Eeva Anttilaمشاهده پروفایل

استاد

• Dance Pedagogy
• Embodied Learning
• Artistic Research Methods
• +۲ مورد دیگر

Eeva Anttila is a Professor in Dance Pedagogy at the Theatre Academy of University of the Arts Helsinki, Finland, where she leads the MA program for dance pedagogy. She earned her Doctor of Arts degree in Dance from the Theatre Academy in 2003. Her research focuses on dialogical and critical dance pedagogy, embodied learning, and practice-based artistic research methods. Her education includes: Doctor of Arts in Dance (2003), Theatre Academy, Finland Anttila's research examines embodied knowledge through interdisciplinary approaches. She investigates how movement-based pedagogies facilitate transformative learning experiences across educational contexts, with particular focus on: Critical dialogical frameworks in arts education Embodiment as epistemological foundation Cross-disciplinary applications in language acquisition and physical education Social justice dimensions of artistic practices Her publications demonstrate consistent focus on arts integration in education, with recent trends exploring: Post-pandemic pedagogical adaptations Multisensory language learning approaches Interdisciplinary curriculum development Social-emotional dimensions of embodied practices Anttila leads significant research initiatives including: ELLA project (Embodied Language Learning through Arts) funded by KONE Foundation ARTSEQUAL research project (2015-2021) as Arts@School team leader 'The entire school dances!' national development project (2009-2013) She maintains active leadership roles in: Dance and the Child International (Chair 2009-2012) Observatory of Arts and Cultural Education, Finland (Founding member) Board of Uniarts (2015-2021)

• Sociolinguistics
• Second/Foreign Language Teaching and Learning
• Technology in Education
• +۷ مورد دیگر

Yasemin Bayyurt is a **Professor** in the **Department of Foreign Language Education** at **Boğaziçi University**, Istanbul. She holds a Ph.D. in English-Linguistics Research from Lancaster University (1997). Her academic leadership roles include serving as **Dean of the Faculty of Education (2020–2022)** and **Head of the Department of Foreign Language Education (2006–2012)**. She specializes in **Applied Linguistics**, with a focus on English as a Lingua Franca (ELF), English Medium Instruction (EMI), and sociolinguistics. **Education**: Ph.D., Lancaster University, 1997 (English-Linguistics) M.A., Lancaster University, 1992 (Language Studies) B.A., Boğaziçi University, 1989 (Foreign Language Education) **Research Interests**: Sociolinguistics (multilingualism, linguistic landscape, ELF) Second/Foreign Language Pedagogy (CLIL, disciplinary literacies) Technology in Education (blended learning, mobile-assisted language learning) Neurolinguistics (recent focus on neurotechnology in language teaching) Global Englishes (World Englishes, EIL) **Awards**: Multiple awards including Boğaziçi University Academic Support Award (2009–2014), TÜBİTAK Career Projects support (2005–2009), and international grants (e.g., Erasmus+ projects). **Grants/Projects**: Coordinated major projects including the ENRICH Erasmus+ initiative (ELF-aware teacher education) and M-LARG (mobile learning for at-risk youth). She leads research on EMI practices in Turkish higher education and ELF pedagogy. **Labs/Teams**: Active in the **Boğaziçi University English Language Education Policies Commission** and international networks like the **COST Action CA21114 (CLIL Network)**.

• Early Modern Philosophy
• Philosophy of Religion
• History of Philosophy
• +۳ مورد دیگر

Roomet Jakapi is an Associate Professor of History of Philosophy at the University of Tartu's Faculty of Arts and Humanities. He holds a Doctorate in Philosophy (2002) and has held academic positions since 2001, including Senior Research Fellow (2007–2017) and Head of the Chair of History of Philosophy (2010–present). His research focuses on Early Modern Philosophy, Philosophy of Religion, and the Philosophy of Imagination, with particular expertise in George Berkeley and related theological debates. Education: PhD from University of Tartu (2002), MA from University of Tartu (1997), visiting scholar at University of Oxford (2000–2001). Administrative roles: Editor-in-Chief of Studia Philosophica Estonica , Coordinator of Erasmus+ programs, and organizer of international workshops on Early Modern Philosophy and Philosophy of Religion. Research interests emphasize the intersection of religion and philosophy in historical contexts, particularly Berkeley's metaphysics, debates on revealed religion vs. natural philosophy, and the role of imagination in faith. Key publications include works on Berkeley's non-cognitivist interpretation, Plantinga's religious epistemology, and Boyle/Whiston's apologetics. Recipient of the University of Tartu Badge of Distinction (2022) and the Akadeemia Award (2002). Active in academic governance, including membership in the Nordic Network for History of Philosophy and the Nordic Society for Philosophy of Religion.

Hao Hongمشاهده پروفایل

دانشیار

• Metaphysics
• Chinese Philosophy
• Comparative Philosophy
• +۴ مورد دیگر

Hao Hong is an Associate Professor of Philosophy and CLAS-Honors Preceptor at the University of Maine, jointly appointed by the Philosophy Department and the Honors College. He holds a PhD in Philosophy from Indiana University (2018), with minors in History and Philosophy of Science, and prior degrees from Peking University. His primary research focuses on metaphysics, particularly metaphysical anti-realism, truthmaking, and comparative metaphysics across philosophical traditions. He actively engages with analytic philosophy, modern European philosophy, and classical Chinese philosophy like the Daodejing and Laozi. Teaching responsibilities include core philosophy courses (e.g., Metaphysics, Classical Chinese Philosophy) and Honors College preceptorials. His experimental approach to philosophy challenges traditional boundaries, blending Daoist and punk influences in his methodologies. Recent research explores Xuanxue (魏晋玄学) ontology, the metaphysics of Dao, and pedagogical innovations in honors education. Notable publications include works on truthmaking theories, comparative philosophy of language, and metaphysical explanation. Teaching and research interests emphasize interdisciplinary dialogue between Eastern and Western traditions, as seen in his courses on Chinese philosophy and metaphysics. He has presented widely on topics ranging from Daoist nonaction to honors curriculum design, advocating for pedagogy that fosters student-driven scholarship and human flourishing.

• Software Engineering
• Cybersecurity
• Formal Methods
• +۵ مورد دیگر

Role & Affiliation: Jean-Christophe BACH is an Associate Professor at IMT Atlantique's Computer Science department since 2015. He leads the PASS research group (IRISA) and focuses on software security, model-driven engineering, and cybersecurity applications. Previously, he held roles as a teaching assistant (ATER) at University of Lille (2014–2015) and completed his PhD on model transformations at Inria/LORIA under Pierre-Étienne Moreau and Marc Pantel (defended 2014). Research Interests: His work centers on improving software trustworthiness through 'security by design' principles. Key areas include model federation, formal methods for software verification, transformation traceability, and cybersecurity in industrial systems. He actively contributes to frameworks like Openflexo and PAMELA, emphasizing practical tooling for secure systems engineering. Teaching & Education: Teaches advanced topics such as object-oriented design, functional programming (OCaml), concurrency modeling, and cybersecurity. Supervises student projects on Openflexo, game development, and network security (IPv6/Tor). Courses include INF301, INF447, and others. Labs & Collaborations: Engaged with IRISA and Lab-STICC research centers. Collaborates on projects like the European Space Agency's SSE4Space framework for secure space missions and the Quarteft project (aerospace software). Active in open-source initiatives and scientific mediation for K-12 programming education.

Brenda Rinardمشاهده پروفایل

مدرس

• Rhetoric
• Genre Theory and Pedagogy
• Multilingual Writing
• +۳ مورد دیگر

Brenda Rinard is a Continuing Lecturer and Assistant Director of the Writing Across the Curriculum (WAC) Program at the University of California, Davis. She specializes in teaching advanced composition and discipline-specific writing courses, including UWP 101, UWP 104D, and graduate-level writing seminars. Her work focuses on rhetoric, genre pedagogy, multilingual writing, and cross-disciplinary writing initiatives. Rinard has held administrative roles in writing programs at both UC Davis and Stanford University, where she developed curricula for international students. Education : Ph.D. in Education (Language, Literacy, and Culture), UC Davis, 2010 MA in English Composition, San Francisco State University, 2002 BA in English (High Honors), UC Berkeley, 1997 Research Interests : Genre theory, writing transfer to professional contexts, STEM writing instruction, and large-classroom pedagogy. Current projects explore genre awareness as a bridge between academic and workplace writing. Awards : Nominated twice for the ASUCD Excellence in Education Award (2012, 2014) Grants & Service : Principal Investigator on a Spencer-Teagle grant (2008–2010); active in writing program administration, grant-writing consulting, and peer review for Gifted Child Quarterly and NCTE. Labs/Teams : Core contributor to UC Davis’s WAC Program and the Area Three Writing Project.

Xan Chackoمشاهده پروفایل

استادیار

• Science and Technology Studies
• Feminist Science Studies
• History of Science
• +۷ مورد دیگر

Xan Chacko is an Assistant Teaching Professor and Interim Director of the Program in Science, Technology, and Society (STS) at Brown University, where they also serve as Director of Undergraduate Studies. A feminist science studies scholar, Chacko focuses on natural history, ecology, agriculture, and conservation through the lens of colonial extraction and climate catastrophe, with seed banking as a central case study in their research on biodiversity conservation. Chacko's educational background includes: PhD in Science and Technology Studies, University of California at Davis (2018) MSc, Imperial College (2008) BA, Wellesley College (2005) Research examines how data practices in seed banks ignore complexities of colonial histories while claiming to secure humanity's future, revealing how classification systems erase local and indigenous knowledge. Chacko analyzes the relationship between physical seeds and their metadata, demonstrating how data storage choices reflect scientists' expectations for the future. Their feminist STS approach extends to teaching data, algorithms, and code's societal impacts. Analysis of recent publications shows consistent focus on seed banking's colonial legacies, invisible labor in science, and data's role in biodiversity narratives. The work spans history of science, feminist theory, and political ecology, highlighting gaps in data systems that perpetuate colonial power structures while proposing alternative epistemic frameworks. Chacko supervises undergraduate students from data and computer science pursuing STS as an additional concentration. They participated in Brown's Data Science Institute (DSI) faculty fellowship and are developing a new course on data and algorithms with a DSI fellow, bridging computational science and critical STS perspectives. As co-editor of 'Invisible Labour in Modern Science' and contributor to collaborative projects like the DSI fellowship, Chacko engages with institutional initiatives while directing the STS program's undergraduate curriculum and research directions.

• Natural Language Processing
• Sociophonetics
• Social Meaning Analysis
• +۵ مورد دیگر

Rob Voigt Assistant Professor of Linguistics and courtesy faculty in Computer Science at Northwestern University, affiliated with the Institute for Policy Research and Cognitive Science Program. Specializes in computational linguistics, focusing on natural language processing (NLP) applied to social science questions including policing, mental health, and immigration. Director of the Linguistic Mechanisms Lab, exploring how language reflects and shapes societal structures. Education PhD in Linguistics (2019), Stanford University Postdoctoral Scholar (2019-2020), Stanford University M.A. in East Asian Studies (2013), Stanford University B.A. in Chinese (2008), Vassar College Research Interests Combines computational methods with sociolinguistics to study: Police-community interaction through body-worn camera data Linguistic markers of procedural justice and racial disparities Language in marginalized communities and social movements LLM applications to clinical language analysis (autism spectrum disorders) Historical discourse analysis of immigration policies Recent Work Recent projects include analyzing 140 years of political immigration rhetoric (PNAS 2022), evaluating officer communication training via bodycam NLP (PNAS Nexus 2024), and developing stereotype analysis pipelines (EMNLP 2024). Active in policy-relevant research through grants on police training (NIJ) and mental health language analysis (NIH). Awards & Recognition Holds Cozzarelli Prize (2017) for groundbreaking policing research and Cialdini Prize for field methods innovation. Recipient of interdisciplinary fellowships from Stanford and NIH grants totaling $8M+. Teaching Current courses include Text Processing for Linguists . Known for ungrading pedagogy emphasizing intrinsic motivation and collaborative learning. Develops open-access computational linguistics curricula using Unix/Python. Labs & Collaborations Linguistic Mechanisms Lab focuses on socially responsible NLP. Collaborates with criminologists, cognitive scientists, and sociologists on projects like the Media Accountability Project (racial disparities in gun violence reporting).

Yifan Sunمشاهده پروفایل

استادیار

• GPU Architecture
• Computer Architecture Simulation
• Multi-GPU Systems
• +۵ مورد دیگر

Yifan Sun is an Assistant Professor in the Department of Computer Science at William & Mary, leading the Scalable Architecture Lab. He holds a Ph.D. in Electrical and Computer Engineering from Northeastern University (2020). His research focuses on GPU architecture, simulation tools, and multi-GPU system design. Recent work includes TrioSim (a lightweight DNN workload simulator) and NetCrafter (optimizing multi-GPU network traffic). He has published extensively at top venues like ISCA, MICRO, and IEEE Vis. Educations: Ph.D. in Electrical and Computer Engineering, Northeastern University (2020); M.S. and B.S. not explicitly stated but implied through academic progression. Research Interests: Developing explainable architecture tools, improving simulation frameworks (Akita/MGPUSim), and addressing challenges in wafer-scale GPU design. His work bridges hardware-software co-design with visualization techniques to enhance human understanding of complex architectures. Grants: Awarded NSF CCRI and CRII grants for simulation-as-a-service and explainable architecture projects. Collaborations include UVA, NUS, and Northeastern University. Labs/Teams: Scalable Architecture Lab (SARCHLAB), focusing on GPU systems, simulation, and visualization. Active in organizing workshops and GitHub repositories (e.g., https://github.com/sarchlab).

Emma Chenمشاهده پروفایل

استادیار

• Transnationalism
• Raciolinguistic Ideologies
• Translanguaging
• +۷ مورد دیگر

Emma Chen, Ph.D., is an Assistant Professor in Elementary Education at the College of Education, Western Washington University. Her research focuses on transnational parent knowledge, raciolinguistic ideologies, translanguaging, and family literacy, employing narrative inquiry to explore heritage language education in immigrant households. She has collaborated with preschool-aged newcomers, Indigenous children, and families in literacy programs, taught Chinese to adult learners, and served as a Lecturer at the University of Saskatchewan. Her work bridges linguistic diversity and educational equity, emphasizing the role of multilingual families in shaping pedagogical practices. Research Trends: Emma's recent publications (2020–2025) analyze transnationalism in heritage language education, pandemic-induced shifts in family literacy, and cultural mediation in schools. Topics include multicultural picturebooks, bilingual family practices, and the intersection of language ideologies with immigrant experiences. Scientific Awards: SSHRC (Social Sciences and Humanities Research Council of Canada) funded scholar Grants & Advocacy: As a SSHRC-funded researcher, Emma investigates how multilingual families navigate educational systems. She also advocates for culturally responsive pedagogy and has authored a children's book, Molly Misses Nainai , reflecting her commitment to bridging cultural and linguistic divides.