Yoshiyuki Hara is an Assistant Professor of Japanese at the University of Alabama at Birmingham (UAB). His research focuses on applied linguistics, conversation analysis, and second language acquisition, employing socio-constructivist perspectives and conversation analysis methodologies. He emphasizes the role of social interactions in language learning, particularly in classroom and individual instruction settings. Hara holds a PhD in Japanese Linguistics from the University of Wisconsin-Madison and an MA in Japanese Linguistics and Pedagogy from the University of Oregon. Teaching-wise, Hara incorporates technology-enhanced tools and critical pedagogy into Japanese language instruction at all levels. He prioritizes culturally significant materials and aims to bridge research insights with classroom practices. His work explores how language learning is embedded in social interactions and how pedagogical strategies can enhance student experiences. Research interests include foreign language pedagogy and content-based language instruction. While no specific awards are listed here, his publications reflect engagement with both theoretical and practical dimensions of language education.
Dominique Vinet is a Professor and Director of the Languages Department at DSPEG College, University of Bordeaux. She is actively involved in research and development in language pedagogy and digital learning tools, particularly focusing on innovative e-learning platforms for language education. Her research interests include language pedagogy, computer-assisted language learning (CALL), e-learning platforms, foreign language teaching, oral expression in second languages, electronic language portfolios, intercultural collaboration, educational technology, and the integration of the Common European Framework of Reference for Languages (CEFR) into curricula. The publications highlight a consistent focus on digital tools for language learning, particularly the @genda 2.0 platform. Research trends include online collaboration, oral expression support, self-assessment, and CEFR integration. The work bridges pedagogical theory with practical software development for language centers and educators. The affiliations include membership in academic societies such as SAES (Société des Anglicistes de l'Enseignement Supérieur), SEAC (Société d'Études Anglo-Américaines des Cinémas), and GERAS (Groupe d'Études et de Recherches sur l'Âge du Sens). Dominique Vinet has contributed significantly to the design and dissemination of the @genda 2.0 e-learning platform, enabling teachers to create learning scenarios without technical expertise. She has delivered national and international presentations on integrating digital tools into language teaching and promoting student mobility through linguistic preparation. No formal advising or grant information is available in the provided text. Labs or research teams are not explicitly mentioned, but her work on @genda 2.0 suggests leadership in a digital language education initiative.
Estelle Fohr-Prigent is a Research Fellow and PhD candidate at the University of Oslo's Department of Teacher Education and School Research. She holds expertise in Modern Languages didactics, oral competence development, multilingualism, and distance learning. Her academic career includes roles as a teacher and lecturer in France, Finland, and Norway, with extensive experience in Content and Language Integrated Learning (CLIL). Key professional milestones include: Associate Professor of French/English (2007–present) Lecturer at Østfold University College (2010–2020) Recipient of the Duroselle Prize for best Master's thesis in International Political History Her research focuses on multilingualism in educational contexts, with particular attention to language use in English and French classrooms across Norway, France, and England. She leads the LANGUAGES project , investigating language practices in diverse educational environments. Collaborations include the Studies of Instruction across Subjects and Competences (SISCO) research group. Teaching contributions include courses on French phonology, language didactics, and student language analysis. Her work bridges theoretical language acquisition frameworks with practical classroom applications, emphasizing equitable multilingual education models.
Jingping Nie is an Assistant Professor at the University of North Carolina at Chapel Hill's School of Data Science and Society. She holds a Ph.D. in Electrical Engineering from Columbia University (2025), under Professors Xiaofan Jiang and Matthias Preindl, and a B.S. in Engineering Science from Smith College (2017). Her research focuses on AIoT systems, wearable devices, and pervasive healthcare, aiming to enhance human wellness through hardware-software co-design. Education highlights include Columbia University (Ph.D. 2025, M.S. 2019) and Smith College (B.S. 2017, magna cum laude). Research spans smart healthcare solutions, smart grid optimization, and emotion recognition via wearable platforms. She leads the NIcE X Lab, focusing on embedded AI and computational IoT systems. Key awards include the ACM MobiSys Best Paper (2024), Apple Scholars in AI/ML Fellowship (2023), and IEEE ITEC Best Paper (2021). Her work bridges AI, cyber-physical systems, and data analytics to create human-centric technologies. Active in professional service as Program Chair of ACM HumanSys 2025 and reviewer for venues like ACM IMWUT. Open to mentoring students in AIoT, wearable tech, and healthcare innovation through her lab openings.
Hannah Elizabeth Bowling is an instructor of record in the English department at Texas A&M University. She holds a PhD from Texas A&M University and a BA from Abilene Christian University. Her research focuses on African diasporic adaptations of Shakespeare, digital humanities projects, and anti-racist pedagogical frameworks. Current roles include Graduate Research Assistant with the Digital Design for Student Success (D2S2) group and Doctoral Research Fellow with the World Shakespeare Bibliography (WSB). Education background includes a MA in English from TAMU (20XX) and BA in English from ACU (20XX). Her work emphasizes open educational resources (OER) and digital tools for humanities scholarship, exemplified by her Blackspeare project and contributions to the Texas Freedom Colonies Project. She has received multiple awards including the 2021 Graduate Merit Teaching Award for innovative online instruction during the pandemic. Recent publications focus on APA/MLA style guides for OER materials and literary analyses of Shakespearean adaptations. Her current projects include developing an OER for teaching Shakespeare’s afterlives in the Black Atlantic and contributing to museum exhibits on Texas freedom colonies. She actively serves as EGSA Co-President and Honors Council member at TAMU.
Josefa Gómez Pérez is a Professor in the Department of Computer Science at Universidad de Alcalá. She holds a PhD in Computer Science from the same institution (2011), focusing on CAD tools for electromagnetic analysis of complex structures under supervision of Dr. Manuel Felipe Cátedra Pérez and Dr. Iván González Diego. Her research spans multiple areas including antenna design optimization, numerical methods for engineering problems, gamification in education, medical image analysis, and computer vision applications. She is affiliated with research groups such as the Climate Physics Group (CPG), Group of Advanced Numerical Techniques (GTNA), and TIFyC (Information Technologies for Training and Knowledge). Her work frequently integrates bio-inspired algorithms and web-based tools for solving engineering challenges. Key areas of contribution include developing simulation tools for radio propagation using OpenStreetMap data, optimizing antenna positioning with genetic algorithms, and enhancing educational engagement through gamified platforms. She has also explored interdisciplinary topics like class imbalance mitigation in medical AI and gender perspectives in engineering career choices. Josefa has authored numerous publications in top venues, with recent focus on AI-human interaction, 3D reconstruction techniques, and educational technology innovations. Notable tools she has developed include the NewFasant Suite, DSEXAMS automated questionnaire system, and LearningRlab educational package.
Salvador Otón Tortosa is an Associate Professor at the University of Alcalá's Computer Science Department, specializing in Learning Technology and Accessibility. He coordinates the Master's in Agile Software Development for the Web and leads the European EduTech project under the Erasmus+ program, focusing on accessible virtual education. His research interests emphasize accessibility metadata, e-learning standardization, and interoperability. He holds a Computer Science Engineering degree from the University of Murcia (1996) and a PhD from the University of Alcalá (2006), with a thesis on service-oriented architectures for distributed learning object repositories. His recent work explores gamification in education, healthcare IT systems, and accessibility frameworks for virtual campuses. He has authored over 80 scientific publications on topics like metadata analysis, adaptive learning systems, and inclusive OER (Open Educational Resources). Key projects include the EduTech initiative to establish accessibility units in Latin American universities and the development of the RALO assessment ecosystem for learning objects. He leads two research groups: PMI (Intelligent Mobile Platforms) and TIFyC (Information Technologies for Training and Knowledge). His work bridges educational technology with practical implementation in higher education systems.
F. Nihan Ketrez is a Professor in Linguistics at Istanbul Bilgi University's Department of English Language and Literature. Her primary research focuses on child language acquisition with special emphasis on Turkish morpho-syntactic development and psycholinguistics. Participant in the Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition (University of Vienna/Austrian Academy of Sciences) Local collaborator for the Leibniz Dream project Her research explores: Second language word formation strategies Morphopragmatics in Turkish address terms Metalinguistic awareness in Turkish language learning Cross-cultural naming practices (pets, children's books) Recent publications analyze: L2 English morphology patterns Translation challenges in linguistic art Developmental stages of Turkish syntax Cultural significance in pet naming conventions
Dimitri H. Gondicas serves as the Stanley J. Seeger '52 Director of the Seeger Center for Hellenic Studies and Lecturer in the Council of the Humanities at Princeton University. His work focuses on Hellenic Studies, Modern Greek language/culture, and Mediterranean cultural exchange. He teaches courses like Intensive Introductory Modern Greek and Advanced Modern Greek. Publications include Renaissance Encounters (2013), Greek Today (2004), and Ottoman Greeks in the Age of Nationalism (1999). He has organized events such as the 2018 conference on Legal Pluralism and contributed to initiatives like Princeton’s Mount Athos collection preservation. His research bridges Byzantine, Ottoman, and modern Greek studies with emphasis on cross-cultural encounters. Teaching emphasizes immersive language pedagogy through the John Rassias Method. Professional activities include editorial work for Brill and Darwin Press, and collaborations with institutions like the Princeton Athens Center.
Mary Lou Vercellotti is a Professor of English at Ball State University's Department of English, part of the College of Sciences and Humanities. Her research focuses on applied linguistics, particularly the development of oral language skills in adult second language learners. She emphasizes classroom-based studies on instructed language learning, including prompt effects on performance and iterative pedagogical methods. Additionally, she explores teacher training and the scholarship of teaching and learning. Education: PhD in Applied Linguistics (University of Pittsburgh, 2012), MA in Linguistics (University of Pittsburgh, 2007), BA in Elementary Education and Psychology (Carlow University, 1994). Research Themes: Second language acquisition, TESOL, classroom assessment, language pedagogy, and translanguaging practices. Her articles consistently analyze linguistic complexity (e.g., clause coding, syntactic development), assessment methodologies (rubrics, task design), and classroom dynamics (interactive learning spaces, teacher-student roles). Recent work (2021-2024) highlights innovations in rubric construction, translanguaging ideologies, and ASL learners' cognitive advantages. Notable contributions include longitudinal studies on self-correction profiles and prompt variability effects. No scientific awards were explicitly mentioned in the provided materials. While no student advisees are listed, her teaching includes courses on linguistics and TESOL. She holds a full-time faculty position without part-time designation.
Michael Tengberg is a Professor of Educational Work Research at Karlstad University, Sweden. His research focuses on reading processes, reading instruction, and the effectiveness of educational interventions. He leads projects such as Inquiry Dialogue to Promote Comprehension and Interpretation and Framing Reading Across Mediums (FRAME) , investigating classroom interactions and the transition from print to digital media in teaching. Tengberg was part of the Nordic research initiative Quality in Nordic Teaching (QUINT) , comparing instructional quality across Nordic countries. His work emphasizes evidence-based strategies for improving literacy and teacher professional development. Research interests include reader response analysis, the validity of reading assessments, and the role of literature in education. His publications span topics from video-based teacher reflection to cross-national comparisons of educational quality. Current projects engage with digital mediums' impact on reading and the refinement of instructional feedback mechanisms. Notable contributions include co-editing Undervisningskvalitet i svenska klassrum (2022) and foundational studies on reading comprehension tests. His work bridges theoretical frameworks with practical classroom applications, prioritizing measurable outcomes in educational strategies.
Magda Oiry is a Senior Lecturer in the Department of Linguistics at the University of Massachusetts Amherst, serving as Undergraduate Advisor and Director of Linguistics Certificate Programs. She holds a PhD from the University of Nantes (2008) and has taught at UMass since 2008, focusing on syntax, first/second language acquisition, and French linguistics. Her research explores child language acquisition of complex question structures, embedded clefts, and factivity in French. Oiry coordinates interdisciplinary initiatives like the Romance Liaison for SLA and leads professional development workshops. She has received fellowships including STRIDE and ADVANCE, and her work appears in journals like Linguistic Analysis . She advises graduate students and teaches courses on syntax, language acquisition, and French linguistics. Education: PhD in Linguistics, University of Nantes (2008), MA Merit Scholarship (2002-2003). Research Interests: Bidirectional focus on syntax and acquisition, emphasizing French grammar and its intersections with literature. Key areas include long-distance questions, wh-scope marking, and embedded clefts in child French. Recent Work: Recent publications analyze scope marking distinctions in child syntax and cleft sentence structures. Her 2019 paper explores typological differences in question production, while earlier work established foundational insights into French L1 syntax-semantics interfaces. Awards: Honors include French Ministry grants (€61,200 total), UMass fellowships, and distinguished dissertation recognition. Active in equity initiatives, co-founding Gender Equity in Linguistics (2017).
Dr. Stella Moceri Seilo serves as an Adjunct Professor and Academic Services Officer I in the Teacher Education Division at Wayne State University's College of Education. She advises certified teachers pursuing Bilingual/Bicultural Education (BBE/ESL) endorsements, Bridge Certificates, and master's degrees, while teaching undergraduate/graduate courses. Her academic background includes a Ph.D. in Curriculum & Instruction from Wayne State, an M.Ed. in BBE, and dual BAs in Linguistics and Italian from the University of Windsor. Her research examines international teacher collaboration, equity for emergent bilinguals, and transformative practices in education. Key interests include: Teacher reflexivity and intercultural learning Curriculum design for linguistically diverse classrooms Digital ethnography in professional development Her publications focus on pandemic-era teacher interactions and systemic educational barriers, emphasizing social justice and community-oriented solutions. Awards: Thomas C. Rumble Fellowship She coordinates the TED 6820 course and collaborates closely with BBE/ESL cohort programs, advocating for equitable teaching tools and inclusive protocols.
Kathryn L. Roberts is a Professor of Reading, Language, and Literature in the College of Education at Wayne State University. She is actively involved in teaching undergraduate and graduate literacy courses, advising students, conducting research, and serving on academic committees. Her work is centered in the Department of Reading, Language and Literature, with affiliations in Early Childhood Education and Bilingual-Bicultural Education. B.S., Elementary Education and Spanish, Butler University M.S., Teaching English as a Second Language, Indiana University Ph.D., Curriculum, Teaching, and Educational Policy (Literacy Specialization), Michigan State University Dr. Roberts' research focuses on literacy development across the early and elementary grades, with an emphasis on content-area literacy, comprehension, informational and visual literacy, and family literacy. She is particularly interested in how children interpret graphical devices such as maps, timelines, and tables, and how multilingual learners can be supported through culturally sustaining pedagogy. Her work bridges theory and practice, aiming to improve literacy instruction through research-based, equity-focused approaches. Her recent publications explore trends in multimodal literacy, including the use of graphic novels in social studies and language arts, partner reading dynamics, and the implementation of inquiry-based learning through the C3 Framework. She frequently collaborates with colleagues like Dr. Kathleen Brugar and Dr. Christine DeNicolo, emphasizing collaborative and community-engaged research. 2015: Article of the Year, The Geography Teacher 2018-2019: University Recognition for Program Assessment, Ph.D. in Educational Studies 2019: Faculty Service Award, Wayne State University 2020: Kathleen Reilly Koory Faculty Development Award 2022: Distinguished Alumni Award, Butler University Winner of the National Council for Geographic Education’s Best Content Article for 2015 award Dr. Roberts has been a Co-PI on multiple grants, including the 'A Unified Approach to Literacy Instruction' (2015–2018) and the SEED Pathway Project (2022–2027), a $2.4 million National Professional Development Grant focused on certifying bilingual and ESL teachers and improving outcomes for English learners. She mentors graduate students and collaborates with community initiatives like Read313 and 313Reads. She is a core member of research teams exploring literacy professional development, family engagement, and culturally responsive teaching, contributing to both scholarly and practitioner audiences. She is involved in the SEED Pathway Project, a large-scale, community-engaged initiative that supports culturally responsive educators for multilingual learners. Her work emphasizes partnerships beyond the university, including schools, families, and community organizations, to create equitable and sustainable literacy ecosystems.
Asst. Prof. BAŞAK GÖK is a faculty member in the Department of Management Information Systems at the Faculty of Applied Sciences, Gazi University . She has been affiliated with Gazi University since 2009 and currently holds the academic rank of Assistant Professor. She previously served as a lecturer at Hacı Bayram Veli University and as a visiting researcher and lecturer at Texas Tech University, USA. Her academic career is deeply rooted in interdisciplinary research, bridging education, technology, and management. Her educational background includes: Bachelor's and Master's in Physics Education from Gazi University Second Master's and PhD in Management Information Systems (Interdisciplinary), Gazi University Postdoctorate at Texas Tech University, Institute for Measurement, Methodology, Analysis and Policy (IMMAP), USA (2019–2020) Her research interests span Management Information Systems, Data Mining, Distance Education, Service Quality, Performance Evaluation, Scale Development, Structural Equation Modeling, and Digital Transformation . She applies advanced analytical methods to assess educational technologies, e-commerce platforms, and organizational systems. Her work emphasizes practical solutions in information systems, particularly in education and logistics. She has published extensively in peer-reviewed journals and conferences, with recent work focusing on disinformation detection, financial literacy, warehouse optimization, and 5G technology adoption. Her publications reflect a strong trend in applied data science and decision support systems across educational and business contexts. Scientific Contributions: Active peer reviewer for journals such as Gazi Mühendislik Bilimleri Dergisi , Journal of Information Systems and Management Research , and Information Technologies Journal Contributor to international book chapters on Digital Transformation and Green Computing Member of editorial and review boards for ESCI and nationally indexed journals She has supervised student projects and is currently leading a social research project on the relationship between financial literacy and future anxiety among Gazi University students. She has also participated in an Erasmus-funded project on mobile learning for women artisans. Her academic service includes leadership roles such as Vice Dean (2023–2024) and Deputy Head of Department (2022–2023), demonstrating strong institutional engagement. She is affiliated with research groups and labs focused on data analytics, educational technology, and information systems design , often collaborating with researchers like H. Gökçen and others. Her ongoing work continues to explore digital transformation, AI applications, and sustainability in computing.
