Sibylle Menzel-Kühne serves as a Lecturer in the Department of Education at Mid Sweden University, based in Sundsvall. Her institutional role includes active teaching responsibilities and curriculum-related research within the university's educational framework. Her research centers on literature integration in pedagogy, specifically developing teacher resources for children's and young adult fiction. The 2016 publication on Michelle Paver's 'Vargbröder' series demonstrates her focus on practical classroom applications of literary works, emphasizing structured guidance for educators implementing narrative analysis in curricula. This work reflects broader interests in educational methodology and age-appropriate literary engagement. While no advising relationships or grant activities are documented in available sources, her publication indicates collaborative project work with regional educational institutions like Länsbiblioteket Västernorrland, suggesting community-engaged scholarship approaches within Northern Swedish educational contexts.
Erin Walker is an Associate Professor in the School of Computing and Information at the University of Pittsburgh, with a joint appointment as a Research Scientist at the Learning Research and Development Center (LRDC). She also serves as Associate Dean for Research within the School of Computing and Information. Her work focuses on improving educational technology through interdisciplinary methods, encompassing personalized learning environments, robotic learning companions, and culturally-responsive pedagogies. Education: PhD in Human-Computer Interaction, Carnegie Mellon University (2010) B.Sc. (Honors) in Computer Science and Psychology, University of Manitoba (2004) Research Interests: Dr. Walker's research bridges AI, human-computer interaction, and education. Key areas include: - Design of socially-engaged robots for STEM learning - Adaptive learning systems and collaborative pedagogies - Culturally-responsive computing education for marginalized groups - Neuroadaptive learning environments Grants & Projects: Recipient of a $900,000 NSF grant to study robots in math classrooms (LRDC collaboration) Developed EMBRACE: an AI-based reading comprehension tool for dual-language learners LEGO-based robo-tangible learning environments (rTAG) for geometry education Labs & Teams: Her lab focuses on human-centered AI design, collaborating with LRDC and interdisciplinary teams. Current projects emphasize equity in technology design, particularly for Black and Latino communities.
Rachel ZoubriNETZKY is an Associate Researcher and contractual teacher-researcher (50% position) at Grenoble Alpes University since 2021, affiliated with the Laboratory of Psychology and NeuroCognition (LPNC). She simultaneously maintains a clinical role as a specialist neuropsychologist at the Reference Center for Language and Learning Disorders at the Couple-Child Hospital, CHU Grenoble since 2010. Her educational background includes: 2015: PhD in Psychology from University Pierre Mendès France (now Grenoble Alpes University), with thesis on "Cognitive Heterogeneity and Remediation of Developmental Dyslexias" under Sylviane Valdois at LPNC 2010: Master 2 Research in Neurocognition and Social Cognition: modeling and evaluation 2008: Master 2 Professional in Neuropsychology from University of Savoie Licensed Specialist Neuropsychology Psychologist (ADELI: 389306325) ZoubriNETZKY's research centers on language processing, cognitive development, and neurodevelopmental disorders, with particular emphasis on oral language comprehension, executive functions, written language acquisition, visuo-attentional span, and developmental dyslexia. Her work bridges theoretical cognitive psychology with practical clinical applications, investigating how visual attention span deficits relate to reading difficulties and developing remediation approaches for children with dyslexia. She examines educational implications, exploring how teachers can better support students with learning disorders across various educational settings. Her publication record shows consistent focus on developmental dyslexia with evolution from analyzing subtypes to developing assessment protocols like the COMPRENDRE PROTOCOL for oral language comprehension in young children. Recent work includes cross-linguistic studies examining visual attention span in Arabic reading, demonstrating her expanding research scope beyond French orthography. Her articles consistently address the intersection of cognitive mechanisms and practical educational interventions. As an educator, ZoubriNETZKY supervises research theses for the Master's in Child Neuropsychology and teaches across multiple psychology programs including undergraduate cognitive psychology courses and specialized neuropsychology training. Her teaching spans Grenoble Alpes University, Savoie-Mont-Blanc University, and the Grenoble Institute of Teacher Education, covering developmental dyslexia, motor coordination disorders, and cognitive assessment techniques. At the Reference Center for Language and Learning Disorders, she conducts comprehensive neuropsychological assessments for children with dyslexia, dyscalculia, dyspraxia, and ADHD. She provides educational recommendations, accommodations, and supervises neuropsychology interns while organizing professional training sessions in collaboration with the Coridys Association to translate research findings into clinical practice.
Professor Jennifer Bruen serves as Professor of Applied Linguistics and German in the School of Applied Language and Intercultural Studies at Dublin City University (DCU). She holds the distinction of Senior Fellow with Advance HE and maintains active representation on international bodies including the European Commission (EACEA), the Royal Irish Academy, and the Irish Association for Applied Linguistics. Her academic background encompasses degrees in International Business and Languages, Political Education, German Studies, and Applied Linguistics. These diverse qualifications inform her interdisciplinary approach to language education research. Bruen's research primarily focuses on applied linguistics with particular emphasis on language planning and policy at national and EU levels. Her work examines foreign language acquisition processes, language teaching methodologies, and the impact of study abroad experiences on linguistic development. She investigates how internationalization transforms higher education language landscapes, with special attention to Ireland's evolving multilingual environment following immigration patterns and EU integration. Analysis of her recent publications reveals consistent engagement with institutional language program implementation, particularly through Ireland's Languages Connect strategy. Her work bridges theoretical linguistics with practical educational policy, showing strong emphasis on curriculum design, teacher perspectives, and longitudinal program evaluation in university settings. The research demonstrates increasing focus on linguistic super-diversity in higher education and strategic responses to post-Brexit language challenges. Senior Fellow, Advance HE Bruen actively contributes to national language policy development, having submitted formal responses to Ireland's Foreign Languages in Education Strategy consultation. Her professional engagement extends to designing university-wide language programs and advising governmental bodies on language education implementation. While specific grant details aren't provided in the source material, her extensive publication record and leadership in institutional language initiatives suggest significant research funding acquisition. Her work with the LOLIPOP-ELP (Language On-Line Portfolio) demonstrates long-standing commitment to innovative language learning technologies and portfolio assessment methods. She collaborates extensively across European institutions, particularly in developing tandem learning programs and studying Central/Eastern European language policy transitions following EU accession.
Dr. Alison Eisel Hendricks is an Associate Professor in the Department of Communicative Disorders and Sciences at the University at Buffalo, affiliated with the College of Arts and Sciences and the Institute for Artificial Intelligence and Data Science. She directs the UB Language Learning Lab and serves as Director of Undergraduate Studies. Contact: 116 Cary Hall, Buffalo NY 14214, ahendric@buffalo.edu , (716) 829-5563 Courses: Phonetics, Phonological Disorders, Cultural and Linguistic Diversity in CSD Research Focus: The UB Language Learning Lab investigates language acquisition in school-age children with and without language impairments like Developmental Language Disorder (DLD). Key areas include: How children learn language from input quantity/type Acquisition of grammatical structures Interplay between sociolinguistic factors and language ability Improving DLD identification in culturally/linguistically diverse populations Publication Trends: Recent work spans 2013-2023, emphasizing: Academic achievement gaps in children with DLD/dyslexia Sociolinguistic analysis of African American English Open science practices in BIPOC research Diagnostic tool development for diverse dialect speakers Morphosyntactic patterns in language disorders Lab Affiliation: The lab operates within the Department of Communicative Disorders and Sciences, focusing on naturalistic studies and educational equity. Research outcomes aim to refine classroom screening protocols and address assessment biases.
Alex Ho-Cheong Leung is a Lecturer at Northumbria University specializing in Second Language Acquisition and Applied Linguistics. He joined Northumbria as a part-time lecturer in TESOL in 2012 and has been employed as a full-time lecturer since the academic year 2012-2013. He serves as Secretary of the British Association for Applied Linguistics (BAAL) and holds editorial positions with several academic journals including Open Linguistics and ELT Journal. His educational background includes: PGCHE (July 20, 2015) DPhil in Linguistics (November 23, 2012) BA (Hons) in English (September 1, 2007) Dr. Leung's research focuses on Second Language Acquisition, Second Language Speech & Phonology, Applied Linguistics and TESOL, Teacher Identity and Experience, Racialisation of the TESOL Profession, Language Attitudes and Variations, Lived Experience of Ethnic Minoritised Students, and English Historical Linguistics. His work examines the complex interplay between linguistic, social, and cultural factors in language learning contexts, with particular attention to Hong Kong and Southeast Asian contexts. His recent publications demonstrate a strong focus on transdisciplinary approaches to second language acquisition, with particular emphasis on phonological development, the impact of social factors on language learning, and innovative teaching methodologies. His research spans multiple contexts including Hong Kong, Southeast Asia, and European settings, examining diverse populations from young learners to adult professionals. Dr. Leung actively supervises postgraduate research, currently guiding Nancy Dieu-Ngoc Nguyen's work on "TRANSNATIONAL VIRTUAL EXCHANGE FOR GLOBAL CITIZENSHIP EDUCATION BEYOND WEIRD CONTEXTS." He has secured research funding for projects including "(Re-)Exploring Ethics in Applied Linguistics Research" and "Perceptions of vulnerability of clinical populations involved in biomedical research," demonstrating his commitment to advancing ethical practices in language research.
Federica Degno is a Senior Lecturer in Psychology at Bournemouth University, specializing in cognitive neuroscience. She holds a PhD from University of Southampton and completed research fellowships at University of Central Lancashire, University of Cambridge, and Macquarie University. Her research examines visual cognition during reading, focusing on foveal/parafoveal processing and the integration of eye-tracking with neural measures. Key areas include: Eye movement patterns during sentence comprehension Effects of aging on word predictability Auditory-visual attention interactions Neural correlates of fixation events Recent publications (2021-2025) demonstrate methodological innovation in co-registration techniques and substantive findings on aging effects, auditory distraction, and semantic processing during reading. Work consistently employs eye-tracking, event-related potentials, and behavioral measures across diverse populations. As Programme Leader for BSc Psychology, she oversees undergraduate curriculum. She supervises doctoral candidates including Petar Atanasov (sentence reading) and Laura Rettie (auditory distraction). Professional memberships include the Experimental Psychology Society and Psychonomic Society. She serves as Associate Editor for Journal of Cognitive Psychology.
Nesar Uddin is a Postdoctoral Teaching Fellow at Emory University's Writing Program, specializing in language education and literary analysis. His work bridges sociolinguistics, second language acquisition, and feminist literary studies. He focuses on corrective feedback strategies in multilingual classrooms, heritage language education, and gender dynamics in media discourse. His research explores topics such as oral corrective feedback practices, code-switching in pedagogical contexts, and comparative analyses of feminist themes in global literature. Recent studies include investigations into Arabic heritage language classrooms and Bangladeshi TV talk shows' gendered interactions. Uddin's publications span journals in applied linguistics and literary criticism, emphasizing practical implications for language educators and critical analyses of cultural narratives. He holds a strong commitment to advancing inclusive language pedagogy and intersectional literary scholarship.
Katrina Lloyd is a Senior Lecturer at Queen's University Belfast in the School of Social Sciences, Education and Social Work (SSESW), affiliated with the Centre for Children's Rights and ARK. Her work focuses on children's wellbeing, mental health, and large-scale surveys. She leads the annual Kids’ Life and Times survey for Primary 7 children in Northern Ireland and collaborates on projects assessing children's rights and social policies. Current projects include mental health assessments in youth, sport attitudes, and Ukraine children's experiences during conflict. She teaches quantitative methods and statistical analysis. Research Interests Her research emphasizes standardized surveys (e.g., KIDSCREEN, GHQ) to measure wellbeing, rights-based approaches, and policy impacts. Recent work includes evaluating the mental health pandemic effects, outdoor play's role in wellbeing, and reading interventions in disadvantaged schools. Grants & Projects - Department of Education (2015-2024): Monitoring Shared Education - Mental Health Champion NI (2023): Youth mental health assessment - Terres des Hommes (2023): Ukraine children's experiences - EU (2017-2019): Participation for Protection initiative Teaching & Leadership Programme Director for MRes Social Research. Teaches quantitative methods modules. Supervises PhD students in children's health and wellbeing.
Dr. Kevin Cordi is an Associate Professor in the Department of Teacher Education at Ohio University’s Patton College of Education. He serves as Middle Childhood Coordinator at the Lancaster Campus and holds a doctorate in Storytelling and Education from The Ohio State University. His research focuses on content literacy, equity education, narrative pedagogy, and the Currere Method. Dr. Cordi is actively involved in professional organizations, including the National Advisory Board for Teaching Tolerance (Southern Poverty Law Center) and chairs the Storytelling division of the National Council of Teachers of English. Education: Ph.D. in Storytelling and Education (Drama, Literature, Reading, Language, and Culture) from The Ohio State University. Research interests emphasize equitable teaching practices, narrative-based instruction, and integrating digital tools into literacy education. His work highlights the importance of student voice, play in learning, and creating inclusive classroom environments. Recent publications explore multicultural curriculum reform, authentic teaching practices, and digital storytelling’s role in bullying prevention. Dr. Cordi’s articles reflect a commitment to narrative pedagogy, with trends spanning reflective teaching methods, youth storytelling, and leveraging technology for educational equity. His books, including You Don’t Know Jack (2019), delve into narrative’s impact on learning and teacher identity. No scientific awards are explicitly listed, though his contributions to equity-focused education are widely recognized. He advises no listed students but leads curricular initiatives and collaborates on grants promoting inclusive education. He chairs NCTE’s Storytelling division and serves on Teaching Tolerance’s advisory board, advocating for anti-bias education. His work bridges traditional storytelling methods with modern digital practices to foster engaged, equitable learning spaces.
Ariel Goldberg is Associate Professor of Psychology at Tufts University, where he directs the Psycholinguistics & Linguistics Lab investigating cognitive mechanisms of language production across spoken, written, and signed modalities. Education: PhD in Cognitive Science, Johns Hopkins University MA in Cognitive Science, Johns Hopkins University BA in Cognitive Science & Philosophy, University of Pennsylvania His research examines morphological processing, asking how complex words are represented and produced, with specific focus on interactions between lexical and grammatical processes. Current projects investigate: 1) Multimorphemic word storage and phonological production, 2) Serial ordering in spelling, 3) Statistical knowledge of orthographic patterns, and 4) Morphological influences on spelling. Publication analysis shows consistent development of computational models for language processing, with recent emphasis on sign language lexicons (ASL-LEX database) and iconicity in language organization. Methodologies integrate psycholinguistic experiments, computational modeling, neuropsychological case studies, and corpus analysis. Funding: NSF Collaborative Research: Quantifying systematicity, iconicity in ASL Lexicon (2019-2022) NSF Collaborative Research: Structure of ASL lexicon (2016-2019) Co-directs Tufts Linguistics Minor and teaches courses including Introduction to Linguistics, Phonological Theory, and Psychology of Language.
Joseph Schmidt is an Associate Professor of Psychology at the University of Central Florida, where he directs the Attention and Memory Laboratory. His research integrates eye-tracking and EEG/ERP methodologies to study attention-memory interactions. Key focus areas include: Neural and behavioral correlates of visual working memory Attention guidance in real-world contexts Visual search errors in medical imaging Oculomotor patterns in neurological disorders His work bridges cognitive psychology and neuroscience, examining how memory representations shape attentional selection. Current projects investigate cognitive expectations in visual search, EEG classification methods, and attentional deficits in clinical populations.
Monika Smith is an Assistant Teaching Professor in the English Department at the University of Victoria (UVic). She specializes in academic and technical writing pedagogy, focusing on enhancing critical thinking, active reading, and effective communication skills. Her expertise spans writing instruction for first- and second-year students, emphasizing life skills applicable beyond academia. Dr. Smith holds a BA from the University of London and an MA from Victoria University of Wellington. Her research interests include writing pedagogy, technical communication, and evidence-based decision-making. She advocates hands-on teaching methods to foster confidence in writing, public speaking, and analytical skills. Her publications explore pedagogical practices such as task analysis, checklist-based improvements in lab reports, and strategies for client-focused technical writing. These works highlight her commitment to evidence-based teaching and student-centered learning. Monika currently teaches courses in academic and technical writing, integrating critical thinking with practical rhetorical tools. She emphasizes credible source analysis and clear communication to empower students as both scholars and global citizens.
Dr. Scott Coussens is a Researcher at the University of South Australia (UniSA), affiliated with the UniSA Justice & Society school and the Cognitive Ageing and Impairment Neurosciences Laboratory. He holds a PhD and serves as a Research Degree Supervisor. His primary role is Manager of Technical Services within the Justice & Society unit, bridging technical expertise with academic research. Dr. Coussens specializes in Electroencephalography (EEG), sleep science, child health, and cognitive neuroscience. His work spans pediatric sleep patterns, neurocognitive outcomes of sleep disorders, and the impact of vision impairment on mental health. Research Interests: Dr. Coussens focuses on EEG analysis, sleep physiology, and neurological vulnerabilities in aging populations. His studies investigate sleep-spindle dynamics, delirium prediction in postoperative settings, and the effects of sleep deprivation on adolescent cognition. He also explores how environmental factors (e.g., ceiling heights) influence cognitive performance in academic settings. Collaborations include the Behaviour-Brain-Body Research Centre and the Centre for Cognitive and Systems Neuroscience. Key Projects: He has contributed to systematic reviews on pediatric sleep actigraphy, longitudinal studies on cognitive recovery post-adenotonsillectomy, and EEG-based assessments of delirium vulnerability. Recent work includes analyzing font disfluency effects on children’s reading and simulating age-related macular degeneration to study psychological impacts. Publications: Dr. Coussens has authored/co-authored over 25 peer-reviewed articles, including high-impact studies in Journal of Neuroscience , Sleep Medicine , and Brain Communications . His research emphasizes translational applications, such as improving sleep disorder management and enhancing educational environments for optimal cognitive function.
