جستجوی استاد راهنمای دانشگاهی

Kimberly Spallinger is a Teaching Professor in the English Department at Bowling Green State University (BGSU), affiliated with the College of Arts and Sciences. She holds an M.A. in TESOL from BGSU and a B.A. in English from Bluffton University. Her research focuses on International Teaching Assistants (ITAs), Second Language Writing, and Grammar Pedagogy, with recent work exploring innovative uses of technology in ESOL instruction and alternative grading models. Spallinger has presented at national and international conferences, including TESOL and the Symposium on Second Language Writing, showcasing her expertise in areas like ARCGIS StoryMaps integration in classrooms and multimodal assignments. She was honored with the BGSU Faculty Senate Community Involvement Award in 2013. Her teaching portfolio includes courses such as Grammar in Writing and Teaching Grammar in the Context of Writing . She collaborates extensively with colleagues on initiatives like learning communities and reflective teaching practices for ITAs.

• International Teaching Assistants
• Second Language Writing
• Grammar Pedagogy
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Gracemarie Mike Fillenwarth is an Associate Professor in the Department of Writing Arts at Rowan University, part of the Ric Edelman College of Communication & Creative Arts. She holds a Ph.D. in English with a focus on Rhetoric and Composition from Purdue University, along with a M.A. from Virginia Tech and a B.A. from King's College (PA). Her teaching focuses on technical writing, business writing, and engineering communication, including courses like Sophomore Engineering Clinic I and Introduction to Technical Writing. Her research emphasizes writing pedagogy across disciplines, second language writing, and feminist rhetorical practices. Current work examines rhetorical strategies in engineering résumés and the historical contexts of Americanization narratives. Publications include studies on remote technical communication internships, engineering résumé conventions, UX design in writing programs, and feminist rhetorical historiography. She has professional experience in technical editing and contributes to writing program administration and curriculum design. Her interdisciplinary work bridges rhetoric, pedagogy, and professional communication practices.

• Technical and Professional Writing
• Writing Program Administration
• Histories of Rhetoric
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Raffaella Negretti is a Professor of Educational Psychology and Applied Linguistics at Chalmers University of Technology, within the Department of Communication and Learning in Science. Her work focuses on academic writing pedagogy, genre-based research, higher education learning, and metacognitive development. She explores how writing practices enhance cognitive skills like critical thinking and creativity, particularly in multidisciplinary and international academic contexts. Her research interests include intercultural group work dynamics, science communication practices, and the integration of generative AI literacy in doctoral education. She serves as Associate Editor for the Journal of Second Language Writing and actively contributes to professional associations like EARLI (SIG Writing and SIG Metacognition), AAAL, and AERA. Recent publications emphasize innovative writing pedagogies for doctoral students, interdisciplinary collaboration in engineering education, and the transformative role of multi-genre tasks. She leads projects such as 'Designing a Micro-Curriculum on Critical GAI Literacy' and 'Doctoral Education at the Intersection of Academia and Professions.' Her work bridges disciplinary boundaries, addressing challenges in global academic collaboration, AI ethics in writing, and fostering metacognitive strategies across STEM and humanities disciplines.

• Academic Writing
• Research Writing Pedagogy
• Genre Pedagogy
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Dr. Tycho Maas is an Assistant Professor of Early Modern Text Culture at Utrecht University's Faculty of Humanities, affiliated with the Department of Languages, Literature and Communication and the Humanities Institute for Cultural Inquiry. His research focuses on cross-cultural exchanges in Early Modern literature, colonial discourse, and postcolonial criticism. He holds a PhD in Cultural Analysis from the University of Amsterdam and the University of Stellenbosch, and has held postdoctoral and lecturing roles at institutions including North-West University (South Africa). Education: PhD in Cultural Analysis (2015–2020), University of Amsterdam & University of Stellenbosch MA (Cum Laude, 2012–2014), VU University Amsterdam (Literary Studies) BA (Cum Laude, 2008–2011), VU University Amsterdam (Ancient Studies) Research Interests: His work examines pre-17th century European travelogues, Latin letters, and South African literature to analyze frameworks of 'otherness.' Key themes include colonial epistemology, the use of classical references in colonial writing, and postcolonial reimaginings of historical narratives. Professional Roles: Editor of Armada: Journal of World Literature and literatuurgeschiedenis.org ; board member of the Seventeenth Century Focus Group; committee member for the Society of Dutch Literature's South Africa Commission. Active in international education as an IBO examiner and Dutch-as-a-second-language assessor.

• Early Modern Literature
• Colonial History
• Postcolonial Criticism
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Dennis Baron is a Research Professor of English and Linguistics at the University of Illinois at Urbana-Champaign , within the College of Liberal Arts & Sciences and the Department of English . He holds a Ph.D. from the University of Michigan (1971), M.A. from Columbia University (1968), and B.A. from Brandeis University (1965). His research focuses on intersections of language and law , language and technology , and gender pronouns . Notable works include You Can't Always Say What You Want (2023), What's Your Pronoun? (2020), and A Better Pencil (2009). He has contributed to debates on free speech, the Second Amendment, linguistic policy, and digital literacy. Baron has received prestigious awards including the Guggenheim Fellowship , NEH Fellowship , and Fulbright Fellowship . His work bridges academia and public discourse, appearing in outlets like the New York Times and NPR . His research also explores the history of communication technologies, legal linguistics, and the sociopolitical dimensions of language use. He actively engages with contemporary issues like singular 'they' adoption, language legislation, and the digital revolution's impact on reading/writing practices.

• Language and Law
• Linguistics
• Communication Technologies
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Yan Li is an Assistant Professor of the Practice in Writing Studies within the Thompson Writing Program at Duke University's Trinity College of Arts & Sciences, where she also serves as Interim Assistant Director of the Writing Studio. She holds a PhD from Miami University and MA from Zhejiang University. Her research bridges composition studies and second language writing, focusing on writing transfer theories, multilingual composition instruction, and genre transferability. She examines how writing skills transfer across contexts and languages, with particular emphasis on supporting multilingual writers in academic settings. Dr. Li has received funding for community-building initiatives supporting East Asian faculty advancement. Her teaching includes courses on literacy, writing tutoring, and comparative rhetoric for global audiences.

• Writing Studies
• Multilingual Composition
• Writing Transfer Theories
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David Vrydaghs is a Professor at the University of Namur (UNamur), affiliated with the Research Institute in Didactics and Education and the Namur Institute of Language, Text and Transmediality. He holds a Doctor of Letters from the Université de Liège (2005). His research focuses on French literature, literary theory, didactics of French, and contemporary satire, with a particular emphasis on authorial postures, surrealist movements, and educational methodologies. He has supervised 12 academic works and led projects like L'auteur au singulier and Salle des Pros , exploring literary identity and educational practices. Key research interests include narrative techniques, class mobility analysis, and the intersection of literature with education. He has published extensively on topics like surrealism’s political trajectory, post-exotic satire, and the didactic application of literary genres. His work contributes to UN Sustainable Development Goals related to quality education (SDG4). He actively participates in international conferences and editorial activities, furthering interdisciplinary dialogue in literary studies and education. Notable grants include projects on French literature’s postures (2023–2026) and didactic training programs in language pedagogy. His lab teams collaborate across institutions to bridge literary analysis with educational innovation.

• French Literature
• Literary Theory
• Didactics of French
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Chia-Ching Lin is an active researcher with a focus on interdisciplinary studies at the intersection of computer science, education technology, and healthcare informatics. Their work emphasizes innovative approaches in virtual reality applications for education, machine learning for medical imaging, and semantic-based knowledge transfer in artificial intelligence. Key research areas include multimodal competency development, cybersecurity through PowerShell command analysis, and domain-adaptive anomaly detection systems. Research contributions span conferences like ICASSP, ICIP, and educational technology venues such as ICITL. Notable projects include designing VR-assisted learning systems for microscopy training and developing cross-domain augmentation strategies for medical image segmentation. Their work bridges theoretical advancements with practical applications in education and healthcare. Publications reflect a strong emphasis on educational technology innovations, with studies on adaptive learning platforms and visualized search interfaces for children. Collaborations with institutions on cybersecurity and medical data synthesis further highlight their interdisciplinary reach.

• Computer Vision
• Machine Learning
• Educational Technology
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Kai Guo is an academic affiliated with the School of Computer Science and Information Engineering at Hefei University of Technology, China. His research spans interdisciplinary areas including artificial intelligence, robotics, and educational technology. He has collaborated with institutions globally on projects involving AI applications in education, industrial process optimization, and computer vision. Key research interests include AI-driven educational tools, robotics systems, and data-driven industrial analysis. Notable contributions include developing prediction models for blast furnace operations, AI-enhanced language learning platforms, and visual perception techniques in virtual reality. His work often bridges theoretical computer science with practical applications in manufacturing, education, and healthcare. Publications from 2025 focus on advanced machine learning techniques such as graph-based retrieval systems, diffusion models for anomaly detection, and VR visualization methods. Collaborations with Samuel Kai-Wah Chu and David James Woo highlight his engagement in educational technology innovation. Guo has no listed scientific awards but maintains an active research agenda with over 185 publications. His work emphasizes cross-disciplinary approaches to solving complex technical and pedagogical challenges.

• Artificial Intelligence
• Robotics
• Educational Technology
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Michael Reyes is an Associate Professor and Department Head in the Department of French Studies at Queen’s University. His research focuses on Haitian engagements with Taíno indigenous heritage and effective second language acquisition methodologies. He holds a PhD in French and Francophone Studies from Cornell University (2014), an MA from Cornell (2009), and a BA in French Language Teacher Education from the University of Arizona (2005). Research interests include Haitian literary history, Black anticolonial thought, and pedagogical strategies in language education. He is affiliated with the Cultural Studies program and serves on professional bodies like the Haitian Studies Association and Canadian Association of Latin American and Caribbean Studies. Recent publications explore Taíno memory in Haitian literature and pedagogical feedback techniques. Grants include SSHRC funding for colonial botany research and grants for classroom corrective feedback strategies. Teaching spans French language courses, Caribbean literature, and second language acquisition theory.

• Haitian Studies
• Second Language Acquisition
• Caribbean Literature
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Dr. Christine Savvidou is an Associate Professor and PhD TESOL Coordinator at the University of Nicosia's Department of Languages and Literature (School of Humanities and Social Sciences). She holds a BSc in Sociology (1987, Loughborough University), PGCE (1989), MEd in English Language Teaching (2001, Manchester), and EdD in Teacher Education (2007, Nottingham). Her career spans primary education, private institutions, and academia, with a focus on TESOL and online education. Research Interests: Her work centers on teacher development in higher education, narrative inquiry, and TESOL methodologies. She explores topics like online pedagogy during crises, AI detection in education, and intercultural communication challenges faced by international students. Her work has appeared in journals like Journal of Teacher Development and Intercultural Education . Professional Contributions: She coordinates the annual 'Teacher Development in TESOL' event in Cyprus and has led projects funded by the Research Promotion Foundation. She currently serves on academic committees and reviews for journals including Teacher Development and Reflective Practice . Education and Grants: Her EdD focused on teacher education, and she has received grants for projects like the 2008-2011 European Language Policies initiative. She teaches TESOL courses in both traditional and distance-learning formats.

• Teacher Education
• TESOL (Teaching English to Speakers of Other Languages)
• Higher Education Professional Development
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Dr. Gana Eleni is an Assistant Professor in the Department of Special Education (PTEA) at the University of Thessaly, specializing in Literacies, Language and Educational Practices. She teaches courses on writing instruction, multiliteracies, language development, and Greek language pedagogy. Her academic background includes degrees from Aristotle University of Thessaloniki, University of Ioannina, and Sorbonne I/III, with visiting research at Indiana University (USA) and University of Leicester (UK). Dr. Gana’s research focuses on literacy education, multicultural classrooms, educational material design, and teacher training. She actively contributes to EU-funded projects like ‘Roma education’ and ‘Multiculturalism, Migration, Mathematics Education and Language’ (COMENIUS). Her research emphasizes marginalized populations, including Roma students and refugees, exploring pedagogical strategies for inclusion. Notable works include nexus analysis of prison education for migrants (2024), Roma pupils’ learning experiences (2023), and drama-based interventions for refugee children (2019). Dr. Gana’s work bridges theory and practice through publications in Springer, Multilingual Matters, and international journals. Her professional service includes designing blended learning materials for refugee education and developing inclusion guides for European teachers (PAESIC project). Office hours are held at Papastratos Complex, Building Rosa Imbrioti, 1st floor, Room 11C.

• Literacy Education
• Multilingual and Multicultural Education
• Educational Material Design
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Basri Saliu is a Senior Lecturer at the Language Center of the Faculty of Languages, Cultures and Communication at Southeast European University (SEEU) in Tetovo, North Macedonia. He holds a Master's degree in Philological Sciences with a focus on Teaching English as a Foreign Language (EFL) from the University of Prishtina. His research emphasizes educational technology, AI integration in language learning, ESP (English for Specific Purposes) course design, and the impact of social media on student behavior. Key research interests include: Applications of artificial intelligence in education ESP curriculum development for law and technical disciplines EFL teaching methodologies Technology-mediated learning (e.g., LMS like Google Classroom) Social media's psychological effects on students Language policies in multicultural classrooms His recent publications (2024) explore AI's dual role in enhancing or hindering learning outcomes through case studies at SEEU. Earlier work analyzed pandemic-era social media addiction among students and the advantages of modern teaching methods over traditional approaches. No scientific awards or funded grants are explicitly mentioned in the provided texts. His advising record remains unspecified. Dr. Saliu's professional contributions are anchored at the Language Center, where he designs and implements programs reflecting his research on learner-centered pedagogies and technology integration.

• Applied Linguistics
• Educational Technology
• English as a Foreign Language (EFL)
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Jeta Hamzai is a Senior Lecturer at the Language Center of South East European University (SEEU) in Tetovo, North Macedonia, employed full-time since 2013. She holds a PhD in Linguistics from the Faculty of Education at Ss. Cyril and Methodius University (2017), an MA in English Language Teaching from SEEU (2009), and a BA in English Education from SEEU (2005). Her research focuses on language teaching methodologies, legal English compound structures, multilingualism in education, and student-centered learning strategies. Research interests include morphological productivity in compound words, inquiry-based learning in higher education, and comparative analysis of English-Albanian lexical patterns. She has co-authored over 15 publications addressing topics like EFL pedagogy, legal discourse analysis, and educational technology adaptation during the pandemic. Notable works include studies on legal English compounds (2024), self-regulated learning in digital environments (2023), and multilingual university policies (2023). Her professional experience spans over 18 years in education, beginning as a secondary school English teacher (2005-2007) before transitioning to higher education roles. She has contributed to curriculum development in ESP (English for Specific Purposes) programs and professional development workshops for educators. Current work emphasizes bridging theoretical linguistics with practical teaching strategies in multilingual academic settings.

• Language Teaching Methods
• Applied Linguistics
• English for Specific Purposes (ESP)
• +۳ مورد دیگر

Florence Davaille is an Associate Professor of Modern Literature at the University of Rouen Normandy, affiliated with the UFR Letters and Human Sciences. She holds a Doctorate in French Language and Literature from Paris IV-Sorbonne University and a dual degree in English. Her research focuses on Francophone literature of the Americas, French poetry, stylistics, and genetic criticism. She is a member of the ERIAC (Research Unit 4705), where she contributes to interdisciplinary projects exploring spaces, cultures, and philosophy. Davaille has organized numerous academic events, including conferences on Quebecois studies, genetic criticism, and intercultural literature. Her academic work includes studies on Jules Supervielle, Pierre Perrault, and Ahmadou Kourouma, emphasizing epistolary exchanges, textual genesis, and cultural hybridity. She directs the 'Franco-Amériques' collection for PURH and serves on editorial boards for Continents manuscrits and Études canadiennes . Davaille has coordinated collaborative research projects such as the 'Correspondances transatlantiques' initiative, fostering Franco-Québécois scholarly exchange. Her teaching spans French literature, stylistics, and Quebecois/Caribbean Francophone studies. She has hosted visiting writers and organized writing workshops, emphasizing practical engagement with literary creation. Recent research trends in her publications highlight Quebec's linguistic debates, the interplay between poetry and film, and the textual evolution of dramatic works. Davaille's contributions extend to institutional roles: she co-organized major colloquia on Quebec studies and has been invited as a guest professor at institutions like UQAM. Her work bridges literary analysis with cultural and historical contexts, particularly focusing on transatlantic literary networks and the materiality of texts.

• Francophone Literature of the Americas
• French Literature
• Poetry
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