Jessica Sparks serves as Assistant Professor of Journalism in Auburn University's School of Communication & Journalism, researching news trust, credibility, transparency, and college media independence. Previously at Savannah State University, she led journalism programs and advised student media. With a decade of professional journalism experience at outlets like The Wall Street Journal and The Washington Post, she specializes in local news and politics. Education: Ph.D., Mass Communication, University of Florida M.A., Digital Storytelling, Ball State University Honors B.S., Journalism (News/Editorial), Ball State University Her research investigates how transparency practices (e.g., open records) influence media credibility and how readability serves as a heuristic for news judgment. She examines college media independence amid financial/editorial pressures, political journalism dynamics including partisan podcast consumption, and leaked document effects through communication theory integrated with practical journalism challenges. Recent publications (2023-2025) address media credibility heuristics, college journalism sustainability, and political communication. Key studies analyze leaked documents' impact on trust, readability's role in credibility assessment, and legal/financial threats to student media independence using experimental, survey, and content analysis methodologies. Dr. Sparks has advised student media at Savannah State University. While specific grants are not detailed, her active publication record in communication law and media trust indicates ongoing research projects that may involve external funding.
Dr Sara C. Klohn is a Reader and Lecturer in Graphic Design at Loughborough University's School of Design and Creative Arts, where she leads the BA Graphic Communication & Illustration and BA Graphic Design programmes. Prior to joining Loughborough in 2022, she spent ten years as an adjunct professor at the Federal University of Rio Grande do Sul (UFRGS), Brazil, teaching and researching Graphic Design at undergraduate and postgraduate levels. Her educational background includes: PhD in Typography and Graphic Communication (University of Reading, UK) MSc in Design (Federal University of Rio Grande do Sul, Brazil) Research interests focus on: Graphic Design pedagogy and curriculum development Typography in educational and health communication materials Design for children’s literacy and early learning Information design and the role of pictograms in signage and packaging Sustainable design practices, particularly eco-design for product disassembly Her publications reflect a focus on design’s intersection with education and sustainability. Recent work includes frameworks for analyzing color usage in pandemic-related informational maps, studies on pictogram effectiveness in product packaging, and pedagogical approaches to graphic design education. Dr Klohn has not been explicitly mentioned to have received scientific awards in the provided information. In her academic leadership roles, she emphasizes curriculum innovation and student-centered design education. She collaborates with the Graphic Design research group at Loughborough University, focusing on projects that bridge design theory with practical educational and sustainability challenges.
Michaela Tuscher is a PreDoc Researcher in the Visual Analytics department at Technische Universität Wien (TU Wien), focusing on interdisciplinary research at the intersection of Computer Science, Art History, and Cultural Heritage. Her work emphasizes dynamic social network analysis and information visualization techniques. Education: Diploma Thesis (2023) on quantitative evaluation of visual content interpretation at TU Wien. Projects: Involved in ArtVis (2022–2027), SANE (2024–2027), and VaCoViCu2 (2023–2027). Contact: michaela.tuscher@tuwien.ac.at | +43-1-58801-193706 Her research spans network visualization, survey methodologies, and visual analytics in artistic contexts. Recent publications include peer-reviewed articles in Computer Graphics Forum (2025) and conference contributions at EuroVisShort (2024) and EuroVis (2024).
Prof. dr. Petra Hendriks is a Professor of Semantics and Cognition at the Faculty of Arts, University of Groningen. She leads the Semantics and Cognition group within the Center for Language and Cognition Groningen (CLCG). Her research focuses on semantics, pragmatics, language development, and cognitive science, with a particular emphasis on language abilities in individuals with Autism Spectrum Disorder (ASD). She directs the NWO project 'Unraveling Language Learning in Autism' (2025–2030) and chairs the CLCG (2024–2028). Her academic affiliations include membership in the Royal Netherlands Academy of Arts and Sciences (KNAW, since 2016), the Royal Holland Society of Sciences and Humanities (KHMW, since 2013), and Academia Europaea (since 2025). Key research contributions include studies on pronoun interpretation in children and adults, language processing in ASD, and cognitive modeling of reference systems. She has supervised over 20 PhD students and collaborates with institutions globally, including Stanford University and the University of Oldenburg.
Ulrika Wikström Hultdin is a Research Fellow in the Department of Science and Mathematics Education at Umeå University, Sweden, and affiliated with the Umeå Mathematics Education Research Centre (UMERC). Her work focuses on disciplinary literacy and the integration of mathematical symbols with natural language in educational materials. She employs eye-tracking technology to study how students navigate mathematical texts and explores strategies for improving readability and comprehension. Her research interests include personalized instruction, the structural analysis of mathematics textbooks, and the cognitive processes involved in reading mathematical content. She has contributed to frameworks analyzing connections between symbols and language, emphasizing practical applications for educators. Current research includes a 2022–2026 project investigating students' comprehension of mathematics texts. Her publications span educational psychology, linguistics, and cognitive science, with recent work highlighting text structure impacts on learning and communication strategies in mathematical contexts. Ulrika holds a multidisciplinary background, having previously contributed to structural biology research, including studies on protein structures such as FocB and Transthyretin.
Dr. Anna Kosovicheva is an Assistant Professor in the Department of Psychological and Brain Sciences at the University of Toronto Mississauga (UTM), where she co-directs the Applied Perception and Psychophysics Laboratory (APPLY Lab) with Dr. Benjamin Wolfe. Her research integrates vision science with real-world applications, focusing on spatial vision, binocular vision, and eye movement dynamics. PhD in Psychology, University of California, Berkeley (2015) Postdoctoral Researcher, Northeastern University (2015-2020) Dr. Kosovicheva investigates how individual differences in fundamental visual processes impact real-world perception, including driving safety, digital text readability, and visual impairments like amblyopia and strabismus. Her work employs psychophysical methods, eye tracking, and naturalistic scene analysis to develop novel diagnostic tools and improve human-computer interaction. Recent publications explore the low-prevalence effect in road hazard detection, variable font readability, and peripheral binocular imbalances in amblyopia. Collaborations with Mechanical and Industrial Engineering at UofT demonstrate her interdisciplinary approach. Dr. Kosovicheva has secured multiple research grants, including an NSERC Discovery Grant and sponsored projects with Adobe, focusing on optimizing digital interfaces and understanding visual search efficiency. NEI F32 Postdoctoral Fellowship She supervises graduate students and teaches courses in perception, sensation, and visual cognition. The APPLY Lab team includes postdoctoral fellows, graduate students, and research assistants working on translational vision science applications.
İbrahim DOYUMĞAÇ is an Assistant Professor at Adıyaman University's Faculty of Education, Department of Turkish and Social Sciences Education. He holds a PhD from Atatürk University and has served as a Lecturer at Harran University's Turkish Education Application and Research Center (2017-2019) before joining Adıyaman University as a Research Assistant in 2019. His academic career includes roles such as Research Assistant Dr. (2022-2024) and current position since 2025. He is also the Deputy Director of a Research and Application Center since 2023. Education: BSc from Erzincan University (2010-2014), MA from Adıyaman University (2015-2017), PhD from Atatürk University (2017-2022). Research focuses on Turkish education, teaching Turkish to foreigners, linguistics, and pedagogical methods. Notable publications include analyses on language-mathematics interplay, self-efficacy in writing, and cross-cultural perceptions in Turkish learning. He actively participates in TÜBİTAK projects as a researcher and consultant, contributing to studies on educational technology, literacy, and pandemic-era learning. Key projects include: Research on AI-driven writing problem detection (2024) Photovoice methodology for online education barriers (2021) Development of Turkish language teaching materials (various years) Labs/Teams: Leading initiatives at Adıyaman's research centers focusing on language pedagogy and educational innovation.
Daniel Bosk is a Lecturer in the Department of Theoretical Computer Science at the School of Electrical Engineering and Computer Science, Royal Institute of Technology (KTH) since 2020. Previously, he served as a university lecturer in computer engineering at Mid Sweden University, Sundsvall from 2011. Dr. Bosk's research spans two interconnected domains: computer security with focus on democracy-promoting technologies, privacy-enhancing systems, anonymous credentials, and secure communication protocols; and computer science education with emphasis on e-learning methodologies, question-based learning approaches, and adaptations to remote teaching environments. His work on "pure question-based learning" represents a significant contribution to educational innovation in technical fields. Analysis of his publication record reveals a consistent trajectory examining both technical security solutions and their educational applications. His security research investigates practical implementations of privacy technologies in social contexts, while his educational research analyzes student behavior patterns, error management in programming, and effective remote teaching methodologies. This dual focus is reflected in his teaching of courses like "The Role of the Cybersecurity Engineer in Society" which bridges technical knowledge with social implications. Dr. Bosk teaches across a comprehensive range of computer science courses at KTH including Algorithms and Data Structures, Programming Technologies, Applied Cryptography, and Scientific Theory and Scientific Methodology in Cybersecurity, serving in multiple capacities as teacher, examiner, course coordinator, and course manager. His extensive experience with distance learning since 2011 has positioned him as a specialist in adapting computer science education to various delivery formats.
Lieselott Nordman is a Lecturer at the Department of Finno-Ugric and Nordic Studies, University of Helsinki, teaching legal translation, institutional communication, and Finland-Swedish culture. She holds a PhD in Swedish from 2009 and has supervised doctoral students in Scandinavian languages, including Maria Andersson-Koski (Finland-Swedish Sign Language revitalization) and Olga Mezhevich (fiction translation between Swedish and Russian). Her work spans the Faculty of Law, where she taught part-time for over a decade. Research Interests Nordman's research focuses on legal translation , institutional communication , and Finland-Swedish Sign Language . Key themes include: Translation sociology and LSP (Language for Special Purposes) Language planning and plain language initiatives Machine translation in professional workflows Urban linguistic landscapes during crises (e.g., multilingual signage in Helsinki/Stockholm) Scientific Awards PhD thesis 'Legal translation as process and product' awarded by The Society of Swedish Literature in Finland (2010) Teaching & Supervision She has directed master's theses in Scandinavian languages and translation studies and served as primary supervisor for PhD candidates. Nordman also acted as opponent (external examiner) for dissertations at the University of Oslo (2021), Gothenburg (2018), and Uppsala University (2013).
Hüseyin Kafes is an Associate Professor at Akdeniz University, Faculty of Education , specializing in English Language Teaching . With over 15 years of academic experience, he has held roles including Assistant Professor (2013–2019) and Lecturer (2009–2013) at Akdeniz University, and Instructor positions at Anadolu University (1999–2009) and Afyon Kocatepe University (1994–1999). His research spans linguistics, academic discourse analysis, EFL teaching methodologies, and 21st-century skill integration . PhD in English Language Teaching (Anadolu University, 2009) MA in English Language Teaching (Anadolu University, 1998) BA in English Language and Literature (Selçuk University, 1989) Research Interests encompass authorial stance in academic writing, metadiscourse features , code glosses in multilingual contexts, and impact of digital tools like podcasts and Wattpad on language learning. His work frequently examines cultural and discoursal influences on writing, pronunciation anxiety, and classroom technology integration. Recent publications highlight EFL learners' reading habits during the pandemic, 21st-century skill assessment in ELT coursebooks, and network analysis of academic achievement. He leads TUBITAK-funded projects on pronunciation training and podcast-based learning , supervising 6 postgraduate theses.
Nestor Matthews is a Professor in the Department of Psychology at Denison University, where he has served since 2001, progressing from Assistant Professor to Associate Professor and finally to Professor in 2016. He maintains affiliations with both the Neuroscience Program and Data Analytics Program at Denison University. His research focuses on visual perception, temporal processing, and perceptual learning, with particular expertise in motion perception, simultaneity judgments, and visual attention mechanisms. Dr. Matthews received his Ph.D. in Experimental Psychology from Brown University in 1997, following an M.Sc. in 1995 and a B.A. in Psychology (Summa Cum Laude With Honors) from Fairleigh Dickinson University in 1993. Prior to joining Denison, he completed a Postdoctoral Research Fellowship at Columbia University's Center for Neurobiology & Behavior from 1997-2001. Matthews' research program investigates fundamental aspects of visual perception and temporal processing. His work has established important findings regarding visual field asymmetries in temporal processing, demonstrating left visual field advantages in simultaneity judgments and right hemifield deficits. He has made significant contributions to understanding the relationship between motion perception and temporal processing through studies of expert populations like drum corps performers. His research on perceptual learning has revealed how practice can hasten visual attention and improve sensitivity to orientation, speed, and temporal order. Matthews employs rigorous psychophysical methods to explore how the visual system processes information across space and time, with implications for understanding both basic visual mechanisms and potential applications in visual rehabilitation. His publication record shows a consistent trajectory of high-impact research in visual perception, with recent work expanding into areas such as sentence length perception and cross-modal interactions. A notable pattern in his work is the application of rigorous psychophysical methods to investigate fundamental questions about visual processing, often using expert populations to reveal specialized perceptual abilities. His research bridges cognitive psychology, neuroscience, and perceptual learning, contributing to our understanding of how experience shapes visual processing capabilities. Denison University 2014 Charles A. Brickman Teaching Excellence Award NIH National Research Service Award (F32 EY06969-01A1) NIH Research Training Program grant (MH15174-22) H-Index of 13 with 454 citations across 108 journals Multiple Denison University Research Foundation grants Dr. Matthews has mentored numerous undergraduate researchers through Denison's summer research program and directed studies. His supervision spans topics including timing sensitivity in vision and audition, visual temporal order judgments in athletes, right visual field deficits on RSVP tasks, and the effects of practice on visual attention. He has served as faculty advisor for the Denison University Chapter of Nu Rho Psi (The Neuroscience Honor Society) and N.E.R.D (Neuroscience Education & Research at Denison). His commitment to undergraduate research is further evidenced by his service as Secretary and Councilor for the Psychology Division of the Council on Undergraduate Research (CUR). At Denison, Matthews has held leadership positions including Chair of the Department of Psychology (2018-2021), Chair of the Neuroscience Program (multiple terms), and Chair of the Denison University Faculty (2014-2015). He has been actively involved in curriculum development, particularly in statistics education and the integration of research methods throughout the psychology curriculum. His teaching portfolio includes courses in Sensation & Perception, Advanced Statistics, Research Methods, Psychology of Music, and Neuroscience capstone seminars. He has also contributed to the development of the Data Analytics program at Denison, teaching Introduction to Data Analytics.
Paula José Lissón Hernández serves as Assistant Professor in the Department of Specific Didactics at the University of Las Palmas de Gran Canaria, affiliated with the GIR IATEXT research group (Linguistic Variation and Change) and the Research Institute for Textual Analysis and Applications. Her academic profile spans Social and Legal Sciences with specialization in Didactics of Language and Literature. Her research integrates computational linguistics with clinical and educational applications, focusing on sentence processing deficits in aphasia through computational modeling, second language acquisition dynamics (particularly French L3), and digital humanities methodologies. She employs corpus linguistics, R-based text analysis, and experimental psycholinguistics to investigate syntactic alternations in L2 writing, lexical progression metrics, and readability assessment across German, English, and French contexts. Analysis of her 2017-2025 publications reveals three dominant research trajectories: neurolinguistic modeling of aphasia using cue-based retrieval frameworks, corpus-based studies of lexical diversity in multilingual acquisition, and digital humanities applications of computational text analysis. These intersect at the nexus of language processing theory and practical assessment tools, with increasing emphasis on cross-linguistic validation of computational models. She actively contributes to GIR IATEXT's investigations of linguistic variation and the Textual Analysis Institute's digital humanities initiatives, collaborating with international researchers on projects bridging theoretical linguistics, language education, and cognitive science.
Prof. Ted Sanders is a Professor of Dutch Language Use and Discourse Studies at the Department of Languages, Literature and Communication, Faculty of Humanities, Utrecht University. Since June 2024, he serves as Vice Rector of Research, representing Utrecht University in international networks like LERU and Coimbra Group. His roles include overseeing young researchers' development, research quality assurance, and interdisciplinary initiatives such as the Medical Humanities MSc program. Previously, he held leadership positions including Vice Dean for Research and Impact (2022-2024), Dean of the Graduate School of Humanities (2016-2022), and Head of his department (2012-2016). His research focuses on discourse coherence, cognitive linguistics, and text readability. Key projects include the NWO-VICI grant (2005-2011) on causality and subjectivity in discourse, and the EU Marie Curie IRSES grant (2012-2015) examining bilingualism and language impairment. He co-led the national 'Comprehensible Language and Effective Communication' initiative (2011-2016) and developed the LIN readability tool. His work integrates corpus analysis, experimental methods (e.g., eye-tracking), and computational models to study how language structures affect comprehension and communication. Research areas include cognitive processing of connectives, bilingual language acquisition, and optimizing educational and governmental texts for readability. He edited special issues in journals like Cognitive Linguistics and Journal of Pragmatics , and co-authored books such as Text Representation and Causal Categories in Discourse and Cognition . Major awards include the NWO-VICI grant and the Marie Curie IRSES grant. His grants and leadership roles reflect a commitment to advancing research strategy, open science, and interdisciplinary collaboration. He advises on doctoral programs and has supervised projects on VMBO students' reading comprehension and discourse coherence in multilingual education. His work impacts language policy, translation technology, and educational practices in the Netherlands and beyond. He is affiliated with the Institute for Language Sciences (ILS), and collaborates internationally with institutions like Zentrum für Allgemeine Sprachwissenschaft (Berlin) and Radboud University Nijmegen. His research bridges theoretical linguistics with practical applications in education, healthcare communication, and digital literacy, aiming to improve text accessibility and reduce misdiagnosis in bilingual children's language development.
Joke Daems serves as Assistant Professor in Human-Computer Interaction within Empirical Translation & Interpreting Studies at Ghent University. Affiliated with both the EQTIS research team (Empirical and Quantitative Translation and Interpreting Studies) and the LT3 Language and Translation Technology team, their academic career spans over a decade at Ghent University. Current roles include co-supervising major research projects including ArisToCAT (FWO), WiLMa (BOF), and DUAL-T (MSCA). Research focuses on the impact of translation technology across multiple domains: Machine translation integration in literary translation workflows Gender-inclusive translation strategies using adaptive technology Cognitive aspects of post-editing through eye-tracking and keystroke logging L2 writing processes enhanced by machine translation ( WiLMa project ) Bias detection in neural machine translation outputs Recent publication trends reveal a strategic shift toward gender-inclusive language applications (2022-2025), with 40% of recent work addressing gender bias in machine translation. Literary translation technology remains a consistent thread since 2016, now intersecting with ethical AI development concerns. Methodologically, Daems combines advanced process-tracing techniques with corpus linguistics approaches. Awarded the CIUTI PhD Award in 2017, Daems has also demonstrated significant editorial leadership: Guest Editor for Informatics Special Issue "Advances in Computer-Aided Translation Technology" (2019) Guest Editor for Journal of European Periodical Studies Special Issue "Digital Approaches Towards Serial Publications" (2019) Co-editor of New Empirical Perspectives on Translation and Interpreting (Routledge, 2020) Guest Editor for Filter Special Issue on literary translation technology (2021) Teaching responsibilities encompass Machine Translation & Post-Editing, Terminology and Translation Technology, and Empirical Translation Studies across multiple graduate programs. Daems actively supervises bachelor's and master's theses in human-computer interaction within translation studies while serving as external examiner for doctoral candidates.
Ethan Pancer is an Associate Professor and Sobey Professor in Marketing at the Sobey School of Business, Saint Mary’s University. He specializes in impression formation, digital innovations, and social media’s impact on consumer behavior. His work has been published in journals like the Journal of Consumer Psychology and Journal of Business Ethics , and he has secured multiple SSHRC grants. Pancer is recognized for excellence in teaching, receiving the Stewart Medal, and was named one of the '40 Most Outstanding B-School Profs Under 40' by Poets & Quants (2017). He earned B.Com., M.Sc., and Ph.D. degrees in Marketing from Queen’s University’s Smith School of Business. His teaching focuses on Marketing Management, Consumer Behavior, and Entrepreneurship. Pancer advises early-stage companies and collaborates with organizations like IBM and Rogers Communications. His research explores automation in restaurants, crowdfunding success predictors, and viral social media dynamics, emphasizing ethical and psychological dimensions of modern marketing practices. Education: Ph.D., M.Sc., B.Com. in Marketing, Queen’s University Awards: Stewart Medal (2017), Poets & Quants Recognition (2017) Grants: Multiple SSHRC grants Pancer’s work bridges academic rigor and industry relevance, addressing how digital tools and social media shape modern consumer behavior. His lab focuses on topics like algorithmic engagement prediction and ethical marketing strategies in automated systems.
