Second Language Development Professors and Supervisors in Canada | ApplySharif

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استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱-۱۵ از ۳۳۴ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Mark Schmidtمشاهده پروفایل

استاد

University of British ColumbiaCanada

Mark Schmidt is a Professor in the Department of Computer Science at the University of British Columbia, Faculty of Science. He holds the Canada Research Chair in Large-Scale Machine Learning and is a Canada CIFAR AI Chair at the Alberta Machine Intelligence Institute. His research spans multiple centers including CAIDA (Centre for Artificial Intelligence Decision-making and Action), the Data Science Institute, and the Machine Intelligence Learning Discovery (MILD) group. Dr. Schmidt's educational background includes a Ph.D. from UBC (2005-2010), an M.Sc. from the University of Alberta (2003-2005), and a B.Sc. from the University of Alberta (2000-2003). His academic career progressed from Postdoc positions at Simon Fraser University, Ecole Normale Superieure, and UBC to Assistant Professor (2014-2019), Associate Professor (2019-2024), and current Professor (2024-present) at UBC. His research focuses on machine learning optimization, with particular emphasis on improving numerical algorithms for large-scale machine learning applications. His work bridges theoretical optimization and practical applications across computer vision, natural language processing, and reinforcement learning. He has developed numerous optimization techniques including variants of stochastic gradient methods, coordinate descent algorithms, and natural gradient approaches. Analysis of his recent publications reveals a strong focus on optimization for over-parameterized models, particularly transformers and large language models. His work addresses critical challenges in step-size selection, convergence guarantees, and efficient implementation of optimization algorithms. His research has significant implications for training deep neural networks more effectively and understanding why certain optimization methods outperform others in practice. Among his notable awards are the Dorothy Killam Fellowship (2025), Arthur B. McDonald Fellowship (2024), Sloan Research Fellowship (2017), and multiple UBC teaching awards. He has also received the Lagrange Prize in Continuous Optimization and Best Paper Award at AISTATS 2021. Dr. Schmidt actively supervises numerous graduate students, with over 40 PhD and Master's students listed as current or alumni members of his research group. His laboratory maintains strong connections with industry partners, with many alumni securing positions at leading AI companies including Google, Amazon, Meta, and Microsoft.

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Alexei A. Efrosمشاهده پروفایل

استاد

University of QuebecCanada

Alexei A. Efros is a Professor in the Department of Electrical Engineering and Computer Sciences (EECS) at UC Berkeley, where he holds the Howard Friesen Professorship and is affiliated with the Berkeley Artificial Intelligence Research (BAIR) Lab. He previously served on the faculty at the Robotics Institute of Carnegie Mellon University (CMU) and completed a postdoctoral fellowship at the University of Oxford. His research spans data-driven computer vision, self-supervised learning, computational photography, and applications to computer graphics and robotics. His research interests include: Data-Driven Computer Vision Self-Supervised and Unsupervised Learning Generative Models and Image Synthesis Visual Representation Learning Applications in Robotics and Human-Computer Interaction Intersections with Human Vision and the Humanities The recent publications highlight a strong trend toward self-supervised learning, visual reasoning, and generative modeling, particularly diffusion models and 3D scene understanding. His work increasingly bridges computer vision with language, robotics, and cognitive science, emphasizing interpretability and real-world applicability. There is a clear focus on leveraging unlabeled data and developing methods for robust, generalizable AI systems. His scientific awards and recognitions include: Berkeley Fellowship Google Fellowship Soros Fellowship NSF Fellowship SIGGRAPH Outstanding Doctoral Dissertation Award Facebook Fellowship Adobe Fellowship CMU School of Computer Science Distinguished Dissertation Award ACM Doctoral Dissertation Honorable Mention Alexei Efros has advised numerous PhD students and postdocs, many of whom have gone on to faculty positions at top institutions including CMU, Stanford, MIT, Columbia, NYU, and Georgia Tech. His lab has received research funding from major tech companies and federal agencies, though specific grants are not detailed in the text. He teaches core computer vision and machine learning courses at both undergraduate and graduate levels at UC Berkeley. His research group is highly active, with ongoing projects in 3D perception, generative modeling, and vision-language systems. He leads a vibrant research lab at UC Berkeley, part of the BAIR consortium, collaborating with leading researchers such as Jitendra Malik, Trevor Darrell, Pieter Abbeel, and Angjoo Kanazawa. His lab fosters strong interdisciplinary connections with institutions worldwide, including Oxford, INRIA, and École Normale Supérieure.

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David Duvenaudمشاهده پروفایل

دانشیار

University of TorontoCanada

David Duvenaud is an Associate Professor at the University of Toronto , holding a Canada Research Chair in Generative Models and a Schwartz Reisman Chair in Technology and Society . He is cross-appointed to the Department of Computer Science and Department of Statistical Sciences . A Sloan Research Fellow and founding member of the Vector Institute , his work bridges deep probabilistic models , AI safety , and scientific computing . PhD in Machine Learning (University of Cambridge, 2014) Postdoc in Hyperparameter Optimization (Harvard University, 2016) Co-founded Invenia (energy forecasting company) His research spans foundational Neural Ordinary Differential Equations (NeurIPS 2018 Best Paper) and Automatic Chemical Design (ACS Central Science 2018) to recent work on AGI governance (2025) and AI safety (2024). Key contributions include stochastic variational inference , implicit differentiation frameworks , and antisymmetrization layers for quantum Monte Carlo. Recent publications (2024-2025) focus on systemic existential risks from AI , many-shot jailbreaking attacks , and epistemic uncertainty quantification . His group trains energy-based models with scalable MCMC samplers and develops invertible neural architectures (e.g., Residual Flows NeurIPS 2019). He also explores human-AI alignment through LLM Processes (NeurIPS 2024) and Sycophancy in Language Models (ICLR 2024). Canada Research Chair (2025) NSERC Grant (2025) Sloan Research Fellow (2021) Schwartz Reisman Chair (2021) Best Paper Award (NeurIPS 2018) Distinguished Paper Award (ICFP 2021) His students include James Requeima , Jesse Bettencourt , and Raymond Douglas . He teaches courses on Statistical Methods for Machine Learning and Differentiable Inference . Current work (2025) investigates systemic human disempowerment through incremental AI capabilities and sabotage risk mitigation via hyperparameter-aware evaluations.

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Mahdi S. Hosseiniمشاهده پروفایل

استادیار

Concordia UniversityCanada

Mahdi S. Hosseini is an Assistant Professor in the Department of Computer Science and Software Engineering at Concordia University and a faculty member of the Applied AI Institute. He holds a PhD from the University of Toronto (2016) and completed a postdoctoral fellowship at UofT, supported by MITACS-Elevate and NSERC fellowships. His research focuses on advancing deep learning and computer vision for computational pathology and healthcare technologies, aiming to develop AI tools for clinical diagnosis. He currently supervises graduate students and has published over 30 papers and two patents. Education: PhD in Electrical and Computer Engineering from the University of Toronto (2016), postdoctoral training at UofT collaborating with Huron Digital Pathology Inc. (Waterloo, Ontario). Research interests include deep learning, computer vision, computational pathology, medical imaging, and AI ethics (P4AI project). His work emphasizes developing explainable AI systems for clinical pathology, biomarker discovery, and efficient learning algorithms. Professional service includes serving as Area Chair for NeurIPS 2023, CVPR 2023-2024, and ECCV 2024. He reviews grants for CIHR, NSERC, and serves on program committees for key conferences (ICCV, CVPR, NeurIPS). Teaching includes courses on applied AI, machine learning, and deep learning for computational pathology at both graduate and undergraduate levels. Awards: MITACS-Elevate Fellowship (postdoc), NSERC Research Funding (2016-2017). His work has led to patents in diagnostic systems and has collaborated with hospitals and pathologists to advance clinical applications. Labs/Teams: Active collaborations with the Applied AI Institute at Concordia, Huron Digital Pathology, and healthcare institutions. Research emphasizes interdisciplinary approaches between computer science and clinical medicine.

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Nicolas Hebbinckuysمشاهده پروفایل

استادیار

University of WaterlooCanada

Nicolas Hebbinckuys is an Assistant Professor at the University of Waterloo, focusing on Travel Literature in early New France (16th-17th centuries) and integrating new technologies into French as a Second Language (FSL) instruction. His research explores discourse strategies in travel narratives and representations of American otherness in Renaissance and Ancien Régime texts. Education: PhD in Literary Studies (Université de Moncton, 2015), MA in Comparative Literature (ICES, France, 2006), BA in Modern Letters (ICES France & Université Sainte-Anne Canada, 2004). He develops interactive online course content and conducts language didactic experiments on persistent student errors, feedback mechanisms, and reinvestment. His publications analyze foundational New France texts, climate adaptation in early French expeditions, and literary influences between colonial authors. Professional affiliations include GRÉCUM (Critical Edition Research Group), SOCAR (Ontario Society for Early Modern Research), SE-17 (French 17th-Century Multidisciplinary Studies), and GRÉA (Acadian Studies Research Group).

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Michael Karasمشاهده پروفایل

استادیار

Brock UniversityCanada

Michael Karas is an Assistant Professor of Applied Linguistics at Brock University's Faculty of Social Sciences. He holds a PhD from the University of Western Ontario (2019). His research focuses on language teacher self-efficacy, reflective practice, and learner silence, with notable contributions to meta-analyses in language education. He teaches courses such as Second Language Acquisition (LING 3Q91) and Pedagogical Grammar (LING 5P02). Karas serves as Book Review Editor for the TESL Canada Journal and TESL Ontario Academic Coordinator, demonstrating active engagement in academic service. Education : PhD in Applied Linguistics, University of Western Ontario (2019) Research Specialization : Explores intersections between teacher proficiency, classroom dynamics, and innovative methodologies like duoethnography. His work bridges theoretical research with practical applications in teacher education and language policy. Service Contributions : Editorial roles at TESL Canada Journal (2017–present) Coordinator for TESOL Doctoral Forum (2017–2018)

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Laura Collinsمشاهده پروفایل

دانشیار

Concordia UniversityCanada

Laura Collins is an Associate Professor in the Department of Education at Concordia University, specializing in applied linguistics. Her research focuses on input processing in second language acquisition, pedagogical grammar, and cross-linguistic influence among bilingual speakers. She has extensive international teaching experience across diverse age groups and serves as the 2nd VP of the American Association for Applied Linguistics and Chair of the IRIS digital repository advisory board. PhD in Humanities, Concordia University MEd in Second Language Teaching, University of Ottawa BEd in Second Language Teaching, University of Toronto BA in History, York University Collins' current projects examine the use of speech technologies to extend second language classrooms and document longitudinal grammatical development in school programs. Funded by SSHRC Insight Grants, her work bridges cognitive approaches with practical pedagogical applications. Recent publications highlight trends in classroom input optimization, frequency-based phonological learning, and intensive language program efficacy, with subfields spanning morpheme perception, vocabulary distribution, and task-based interaction dynamics. Her academic leadership includes editorial roles in The Modern Language Journal and contributions to major handbooks. She teaches courses ranging from classroom-based SLA research to pedagogical grammar, emphasizing practical applications of theoretical insights.

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Ji-young Shinمشاهده پروفایل

استادیار

University of TorontoCanada

Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.

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Neda Maghboulehمشاهده پروفایل

دانشیار

University of TorontoCanada

Neda Maghbouleh serves as Associate Professor of Sociology at the University of Toronto Mississauga (UTM), holding a cross-appointment to the graduate department at St. George campus. She holds the prestigious Canada Research Chair in Migration, Race, and Identity and received the Ontario Early Researcher Award. As Principal Investigator of the RISE (Refugee Integration, Stress, and Equity) Team, she leads a major SSHRC Insight Grant (2018-2023) examining refugee settlement experiences in Canada. Her research critically investigates racialization processes among Middle Eastern, North African, and South Asian populations in North America, challenging the Black-White racial binary. She specializes in refugee integration dynamics, Iranian diaspora identity formation, and gendered migration experiences. Her methodological approach combines critical race theory with feminist and qualitative frameworks, particularly in refugee motherhood studies and digital activism among Muslim-American youth. Analysis of her publications reveals evolving thematic focus from Iranian-American identity politics (2009-2017) to contemporary refugee integration challenges. Her work consistently examines how structural inequalities manifest in everyday interactions, with increasing emphasis on Syrian refugee experiences in Canada since 2018. Key contributions include reframing MENA racial categorization and developing trauma-informed frameworks for refugee settlement. Her scientific recognition includes: Canada Research Chair in Migration, Race, and Identity Ontario Early Researcher Award Through the RISE Team, Maghbouleh directs community-engaged research on refugee health equity, collaborating with scholars like Melissa Milkie and Ito Peng. Her SSHRC grant supports interdisciplinary investigation of Syrian mothers' settlement stressors and resilience factors, informing Canadian integration policies. Current projects emphasize participatory methodologies that center refugee voices in knowledge production. She leads the RISE research collective, an interdisciplinary team developing evidence-based interventions for refugee health equity through mixed-methods investigation of settlement challenges and community support systems.

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Marianne Ignaceمشاهده پروفایل

استاد

Simon Fraser UniversityCanada

Marianne Ignace is a Distinguished Professor in the Department of Indigenous Studies and Department of Linguistics at Simon Fraser University (SFU), with a joint appointment. She holds a PhD in Anthropology from SFU and an MA in Cultural Anthropology from the University of Göttingen. Her research focuses on Indigenous knowledge systems, particularly among the Secwepemc (Shuswap) people of the Plateau, emphasizing land use, ethnobotany, traditional ecological knowledge, and language revitalization. She directs the First Nations Language Centre and Indigenous Languages Program at SFU. Education: PhD (Anthropology, SFU), MA (Cultural Anthropology, University of Göttingen) Her work bridges anthropology, linguistics, and applied research, collaborating with First Nations communities to document languages like Secwepemctsin, St’at’imcets, Haida, and Sm’algyax. Key research areas include Secwepemc oral histories, Indigenous legal frameworks, and the intersection of language, environment, and cultural heritage. She has authored/co-authored over 30 peer-reviewed publications, including monographs like Secwepemc People, Land and Laws (2017) and contributed to language revitalization projects such as the Tlli7sa Secwepemc Story App . Dr. Ignace has received numerous awards, including the 2019 Governor General’s Innovation Award for her transformative work in Indigenous language and cultural preservation. She teaches courses on Indigenous ethnobotany, linguistics, and language pedagogy, integrating community-based and digital approaches. Awards: 2019 Governor General’s Innovation Award, 2018 BC Book Prize Finalist, 2005 CUFA BC Career Achievement Award Her advising and grants work includes partnerships with the Secwepemc Cultural Education Society and communities like Skeetchestn, focusing on language immersion programs, cultural impact assessments, and expert witness reports on Indigenous rights. She leads initiatives like the First Nations Language Platform, advancing digital tools for endangered language preservation.

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Nhlanhla Mpofuمشاهده پروفایل

دانشیار

University of ManitobaCanada

Dr. Nhlanhla Mpofu is an Associate Professor in TESOL and Literacy at Stellenbosch University's Faculty of Education, where she serves as Vice Dean for Teaching and Learning and Chair of the Department of Curriculum Studies. She also holds a Visiting Professor position at the University of Antwerp in Belgium. She obtained her PhD in Humanities Education from the University of Pretoria in 2016. Her research focuses on second-language learning in English-medium classrooms , developing culturally sustaining pedagogies that leverage learners' mother tongues, and re-orienting language education research in multilingual systems. She leads the NRF-funded project "Exploring the preparation and experiences of teachers using English across the curriculum: An interdisciplinary approach" and specializes in asset-based approaches that challenge deficit models in language education. Her publications demonstrate consistent focus on language policy implementation , teacher development , and multilingual pedagogies within African educational contexts, with recent work examining translanguaging strategies and disciplinary literacies. Awards & Honors: Fulbright Alumna Golden Key Honor Society Rated Researcher (South African National Research Foundation) Member of South African Young Academy of Science (SAYAS) Margaret McNamara Education Grantee COIL Fellow Grants: 2019: NRF-funded project on teacher preparation for English as Language of Learning and Teaching (Principal Investigator) She maintains professional memberships with the Southern African Linguistics and Applied Linguistics Society (SALALS) and South African Association for Language Teaching (SAALT), and serves on the South African Council on Higher Education Accreditation Committee.

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Candace Kaleimamoowahinekapu Gallaمشاهده پروفایل

دانشیار

University of British ColumbiaCanada

Indigenous Language Revitalization and Reclamation
Indigenous Literacy and Education
Decolonizing Methodologies
+۵ مورد دیگر

Candace Kaleimamoowahinekapu Galla is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education, with a cross-appointment in the Institute for Critical Indigenous Studies within the Faculty of Arts. Her work centers on Indigenous language revitalization, decolonizing methodologies, and the integration of digital technology in language education and cultural practices, grounded in her Kanaka Hawaiʻi identity and commitment to community-centered approaches. Her educational background includes a B.A. in Linguistics, M.A. in Native American Linguistics, and Ph.D. in Language, Reading and Culture from the University of Arizona, preceded by secondary education at Kamehameha Schools Kapālama. She previously served as Program Coordinator for the American Indian Language Development Institute and as a Visiting Assistant Professor at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, University of Hawaiʻi Hilo. Galla's research focuses on Indigenous Language Revitalization and Reclamation, Indigenous Literacy and Education, Decolonizing Pedagogies, and the role of digital technology in language preservation, emphasizing community-driven frameworks and traditional cultural practices like hula. Her scholarship bridges academic rigor with community engagement to support Indigenous well-being through language reclamation. Her recent publications (2023-2025) demonstrate a cohesive trajectory exploring community-centered language revitalization, relational accountability to Indigenous languages, and innovative pedagogical materials. She examines the intersection of language, technology, and cultural practices while advocating for systemic decolonization within academic institutions to create space for Indigenous knowledge systems. Galla has secured funding for significant projects including 'Building Indigenous Language Teacher Proficiency and Fluency for Hawaiian and CHamoru Language Medium Education' and 'Digital Technology Use for First Nations Language Education and Revitalization in British Columbia.' She actively organizes community events such as the 'Living Our Indigenous Languages' workshops at UBC's First Nations Longhouse, fostering collaboration between language advocates, educators, and community members. She maintains strong connections with the First Nations and Endangered Languages Program at UBC and continues collaborative work with the American Indian Language Development Institute, demonstrating sustained commitment to Indigenous language communities across North America and the Pacific.

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Gigi Lukمشاهده پروفایل

استاد

McGill UniversityCanada

Gigi Luk is Professor and Program Director for M.Ed. Concentrations in Educational Psychology and Human Development within the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. Her research program investigates the cognitive consequences of bilingualism across the lifespan, bridging scientific understanding with practical educational applications to cultivate inclusive environments for linguistically diverse learners. Her educational background includes: Ph.D. in Psychology (Developmental and Cognitive Processes) from York University M.A. in Psychology (Developmental and Cognitive Processes) from York University Specialized Honors B.A. in Psychology from York University Dr. Luk's research centers on bilingualism's cognitive and neural mechanisms, with three interconnected thrusts: (1) characterizing bilingualism beyond English proficiency in communities, (2) examining cognitive skills supporting language/literacy outcomes, and (3) establishing neural correlates of learning in diverse language learners. Her work integrates cognitive neuroscience with educational practice to address real-world challenges in multilingual classrooms, emphasizing culturally responsive pedagogy that respects linguistic diversity. This dual focus on basic science and practical implementation defines her contributions to understanding how bilingual experiences shape cognitive development and educational equity. Analysis of her 15 most recent publications (2022-2024) reveals consistent interdisciplinary investigation of bilingualism through cognitive, neural, and sociocultural lenses. Her work spans educational psychology, cognitive neuroscience, and sociolinguistics, with growing emphasis on neural correlates of language processing, methodological rigor in bilingual assessment, and equity implications of bilingual research. Key trends include examination of multilingual children's cognitive development, critical reframing of the "bilingual advantage" discourse, and innovative approaches like music-based literacy interventions. Scientific recognition includes: National Academy of Education/Spencer Postdoctoral Fellowship (2013-2014) Dr. Luk actively supervises graduate students (accepting new students for 2025-2026) and secures competitive research funding, currently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC) and Fonds de recherche Société et culture (FRQSC). Her grant portfolio demonstrates sustained commitment to advancing understanding of bilingual cognition and its educational applications through rigorous empirical work. She directs the Bilingualism.Experience.Education Lab, which functions as an interdisciplinary hub for investigating how language experiences shape cognitive development and educational outcomes. The lab employs diverse methodologies including neuroimaging, behavioral experiments, and classroom-based research to address questions about bilingualism's cognitive effects and practical implications for educators.

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Boris Chrubasikمشاهده پروفایل

دانشیار

University of TorontoCanada

Boris Chrubasik serves as Associate Professor of Greek History and Classics and Chair of the Department of Historical Studies at the University of Toronto. His academic leadership extends to his role as co-editor of Phoenix , the Journal of the Classical Association of Canada, demonstrating his significant contribution to the field of classical studies. Dr. Chrubasik's research expertise centers on the political, cultural, and social history of the Eastern Mediterranean from the Achaemenid to the late Hellenistic periods. His work particularly examines social power dynamics, including concepts of kingship in the Seleukid empire—the largest successor state following Alexander the Great's death—and the complex relationships between local power-holders and larger imperial structures. He has pioneered research on cross-cultural exchange between Greek and non-Greek communities in southern Asia Minor and the Levant. Currently, he leads an international collaborative team working to conserve, edit, and publish a private archive of seal impressions from Hellenistic Maresha in Israel, representing cutting-edge interdisciplinary work in ancient history. His publication record reveals consistent scholarly output focused on Hellenistic political structures, with particular emphasis on the Seleukid Empire. The trend in his work shows increasing sophistication in analyzing power structures across imperial contexts, with recent publications examining the intersection of religious institutions, political authority, and cultural identity. His research demonstrates exceptional command of both textual and material evidence, bridging traditional historical analysis with archaeological approaches. At the University of Toronto, Dr. Chrubasik teaches undergraduate courses in Greek history spanning from the second millennium to the second century CE, including specialized offerings on Early Greece, Classical Greece, the Persian Empire, and the Hellenistic Period. He also engages with graduate students through the tri-campus graduate Department of Classics, offering advanced seminars on Greek epigraphy, Hellenistic Jewish history, and historical approaches to cities and imperialism. His commitment to student development is evident through his supervision of Independent Reading Courses and participation in the Research Opportunity Program, providing valuable research experience to undergraduate students.

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Hélène Deaconمشاهده پروفایل

استاد

Dalhousie UniversityCanada

Dr. Hélène Deacon is a Professor in the Department of Psychology and Neuroscience at Dalhousie University (Faculty of Science), directing the Language and Literacy Lab. She holds a BSc (Hons.) from the University of Prince Edward Island, a DPhil from the University of Oxford (as a Rhodes Scholar), and a Postdoctoral Fellowship from the University of British Columbia. Her research focuses on reading development, digital literacy, bilingualism, and child development, with a particular emphasis on understanding how children acquire reading skills in diverse contexts. She leads a 2.5-million-dollar Partnership Grant exploring literacy in multicultural and digital environments and has been recognized as a top 2% scientist globally by Stanford University. Education: BSc (UPEI), DPhil (Oxford), PDF (UBC) Key Roles: Co-Director of Partnership Grant, Lab Director, Editorial Advisory Board Member for multiple journals Affiliations: Cross-listed at Dalhousie’s Faculty of Health Professions and IWK Health Centre’s Developmental Pediatrics Her research interests span morphological awareness, syntactic skills, prosodic sensitivity, and challenges faced by university students with reading difficulties. She collaborates globally with schools and institutions, influencing public policy and educational practices. Awards include the Royal Society of Canada’s College of New Scholars membership and the Killam Professorship. Lab & Impact: The Language and Literacy Lab (LLL) investigates reading development through studies on orthographic learning, sentence comprehension, and bilingualism. Collaborations include schools nationally and internationally, with a focus on practical applications for education and clinical settings. Teaching: Courses include Introduction to Psychology II, Development of Language and Literacy, and Special Topics in Developmental Psychology Service: Member of Dalhousie’s Human Ethics Committee, Ad Hoc Review Committee, and Honours Advisor

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