Lars Nannestad Jørgensen serves as Clinical Professor at the Department of Clinical Medicine, University of Copenhagen, with clinical affiliations at Bispebjerg Hospital (Bispebjerg Bakke 23) and Rigshospitalet (Blegdamsvej 3) in Copenhagen. His dual appointment bridges surgical practice and academic research within Denmark's public healthcare system, focusing on gastrointestinal malignancies and perioperative care. His research program centers on translational surgical oncology, particularly colorectal cancer screening optimization through liquid biopsy technologies and fecal immunochemical testing. Key investigations include postoperative monitoring systems for early complication detection, cost-effectiveness analyses of cancer screening programs, and novel biomarker discovery in pancreatic cancer. Recent work explores the intersection of artificial intelligence and medical education, examining large language model applications in surgical research. Analysis of his 2024-2025 publications reveals strong emphasis on colorectal cancer diagnostics (62.5% of recent work), with significant contributions to perioperative monitoring technology and healthcare economics. Emerging trends include integration of circulating tumor DNA in screening protocols and rigorous evaluation of AI tools for surgical research abstract generation. His extensive publication record (256 outputs including 223 journal articles) demonstrates substantial collaborative networks across Danish hospitals and international institutions. Social media impact is notable with 18 X (Twitter) mentions for his colorectal cancer cost study and 40 Mendeley readers for his pancreatic cancer biomarker research, indicating significant clinical relevance.
Carina Lüke is a Professor and Chair of the Department of Pedagogy and Intervention for Language and Communication Impairments at the Institute for Special Education within the Faculty of Human Sciences at Julius-Maximilians-Universität Würzburg. Since August 2020, she has held this prestigious position, leading research and teaching in the field of language disorders and communication impairments. She also serves as the Representative for Equal Opportunities for Women in Science at the Faculty of Human Sciences, demonstrating her commitment to diversity and inclusion in academia. Prof. Lüke earned her Doctor of Philosophy (summa cum laude) from Technical University of Dortmund in 2015, following a Master of Science in Clinical Linguistics from Bielefeld University in 2010. Her academic journey includes positions as Research Project Leader at Paderborn University (2018-2020), Visiting Professor at Heidelberg University of Education (2018-2019), and Research Project Leader at Technical University of Dortmund (2016-2018). She also spent time as a Visiting Scholar at the University of Pittsburgh in 2018. Her research focuses on language and communication development, with particular emphasis on the definition and terminology of language development disorders, diagnosis and therapy for language development delays, multilingualism, supportive communication, and gesture research. She has made significant contributions to understanding how early gesture usage predicts later language abilities, and how multimodal approaches can enhance language learning for children with communication needs. Her work bridges theoretical understanding with practical applications in educational settings, especially in inclusive classrooms. Her publication record reveals several key trends: a strong focus on developmental language disorders terminology and diagnostics, innovative approaches to language assessment (particularly through tools like the Mottier Test), and groundbreaking research on the role of gestures in language acquisition. Her work increasingly addresses multilingual contexts and the intersection of language development with other cognitive domains like theory of mind and metaphor comprehension. Recent publications highlight her leadership in developing clinical guidelines for language disorder interventions across German-speaking countries. Delphi-Study on Definition and Terminology of Developmental Language Disorders (2023-2024) German S3 Clinical Guideline on Interventions for Developmental Language Disorders (2024) Multilingual Assessment Tools Development (Mottier Test) Gesture Research in Language Acquisition Prof. Lüke has secured research funding from major German funding bodies including the BMBF and DFG. Her research group includes doctoral students, research assistants, and collaborators across multiple institutions. She has developed practical materials for educators and clinicians, including 'Gesten und Gebärden zur Wortschatzförderung in Kita & Grundschule' (2024), which translates research into classroom applications. Her research team at the University of Würzburg operates within the Chair of Pedagogy and Intervention for Language and Communication Impairments, conducting studies on projects including ModaKiS, Multitasking, SprESE, and STARKE STIMME macht SCHULE. The team collaborates with outpatient clinics, schools, and international research groups to translate findings into practical applications for children with language development disorders.
Dr. Verena Frank is a Scientific Associate at the Chair of Pedagogy and Intervention for Language and Communication Impairments within the Institute for Special Education at Julius-Maximilians-Universität Würzburg. She contributes to research in the Focus research laboratory IkoGeWo project and teaches in academic speech therapy and teacher training programs. Her research focuses on Early childhood language acquisition Pre-linguistic communication Preventative language strategies Cross-cultural infant vocal development with particular emphasis on multimodal approaches in inclusive settings. Recent publications highlight trends in Iconic gesture applications for vocabulary expansion German Sign Language (DGS) integration Infant comfort sound analysis Preterm infant communication development Acoustic vocal research Early intervention frameworks spanning academic speech therapy, developmental linguistics, and special education. She supervises bachelor's theses in academic speech therapy and participates in state examination committees. Active in the Deutscher Bundesverband der akademischen Sprachtherapeuten (dbs), her work connects academia with practical implementation in Sprach-Kitas and schools.
Ljubiša Bojić is a Senior Research Fellow at the Digital Society Lab (DigiLab) within the Institute for Philosophy and Social Theory at the University of Belgrade and concurrently at the Institute for Artificial Intelligence of Serbia. He serves as External Faculty at the Complexity Science Hub Vienna, focusing on AI's societal implications, particularly AI alignment, recommender systems, and metaverse ethics. His work bridges communication science, futurology, and digital humanism to address critical challenges in technology governance. Education: Ph.D. in Communication Science, University of Lyon II, France (2014) Research Focus: Bojić investigates how AI systems can uphold human values through ethical design, with emphasis on recommender algorithms as the most powerful social force shaping contemporary society. His pioneering work on digital addictions examines how AI-driven platforms create echo chambers and social polarization. He advocates for declaring recommender systems a public good and digital identity a human right, exploring both the addictive risks and therapeutic potentials of immersive technologies like the metaverse. Publication Trends: His recent output (2022-2025) reveals a strategic evolution from analyzing digital addiction mechanisms toward developing concrete AI governance frameworks. Key themes include linguistic pragmatics in large language models, consciousness metrics in AI, and cross-platform social dynamics. His research increasingly informs global policy through rigorous computational social science methods applied to real-world challenges like vaccine hesitancy and political polarization. Scientific Recognition: Fellow, Institute for Human Sciences Vienna (IWM) (2023) Member, United Nations Environment Programme Foresight Expert Panel (2023) Policy Engagement: Bojić co-developed Serbia's AI ethics standards and advised Spain's AI strategy. His Horizon Europe project TWON generated Policy Handout No. 8, mandating algorithms to deliver emotionally balanced, diverse content. His 'CERN for AI' framework influenced G7 policy briefs and was featured by the World Economic Forum. He regularly testifies before international bodies on AI governance. Institutional Leadership: As founder of EMERGE: Forum on the Future of AI Driven Humanity and initiator of the Belgrade Digital Freedom Pledge (signed by OSCE officials), he drives global conversations on digital rights. At DigiLab, he leads research on social media dynamics using big data analytics, while coordinating international networks like COST Action CA21129 on opinion analysis.
Professor Matviychuk Andriy Viktorovych is a leading academic and practitioner at Vadym Hetman Kyiv National Economic University, where he serves as Professor at the Department of Mathematical Modeling and Statistics. He holds multiple concurrent roles including General Director of the KNEU Science Park and Director of the Institute of Modeling and Information Technologies in Economics. He has 24 years of scientific and pedagogical experience. His research focuses on artificial intelligence, complex system modeling, financial time series forecasting, and economic risk modeling using neuro-fuzzy technologies. His recent publications demonstrate expertise in environmental modeling, human capital analysis, and financial market dynamics. 2024 - Editor-in-Chief of "Neuro-fuzzy modeling technologies in economics" (Scopus-indexed) 2024 - Completed advanced training in Data Science at KNEU 2024 - International scientific and pedagogical internships Scientific awards include: Honorary sign 'For Scientific and Educational Achievements' (2018) Honorary sign 'Outstanding Educator of Ukraine' (2015) President of Ukraine grants for young scientists (2014, 2012) National Academy of Sciences of Ukraine Prize (2006) M.Fedorenko International Scientific Fund grants (2009, 2004) He serves as head of the Specialized Academic Council for doctoral dissertation defenses and participates in multiple editorial boards of Ukrainian academic journals. His language proficiency includes English, and his personal interests span history, philosophy of religion, and skiing.
Tiner Özcelik serves as a Scientific Associate in the Department of German Didactics within the Department of Education and Psychology at the Free University of Berlin, working under Prof. Dr. Petra Wieler since December 2010. Her dual role encompasses teaching responsibilities in primary school German education and active research on linguistic diversity in multicultural contexts, particularly focusing on urban language phenomena. She earned her Magistra Artium in German Linguistics and English Philology through studies at Humboldt-Universität zu Berlin and Freie Universität Berlin between 1996 and 2005, establishing her foundation in linguistic theory and multilingual education. Özcelik's research centers on German didactics through sociolinguistic lenses, with specialization in multiethnolects like Kiezdeutsch, language acquisition in migrant communities, and intercultural pedagogy. Her work examines how grammatical structures and vocabulary function in real-world educational settings, particularly in neighborhoods with high migrant populations, and explores pedagogical strategies for multilingual classrooms. Her publication history from 2006 to 2023 reveals a cohesive research trajectory examining German language education through sociolinguistic frameworks. Key thematic threads include the analysis of contact language varieties, intercultural mentoring dynamics in higher education, and the pedagogical implications of urban youth language, consistently bridging theoretical linguistics with practical classroom applications. She actively contributes to the Learning and Research Workshop for Literary Education, participating in initiatives like the Long Night of Science and the monthly Picture Book feature, which connect academic research with public engagement in literary education.
Aaron Kaat is an Associate Professor in the Department of Medical Social Sciences at Northwestern University's Feinberg School of Medicine. His research focuses on neurodevelopmental disorders, patient-reported outcome measures (PROMs), cognitive assessment tools, and psychometrics. He is affiliated with institutions such as the Institute for Innovations in Developmental Sciences, the Center for Patient-Centered Outcomes, and the Northwestern University Clinical and Translational Sciences Institute (NUCATS). Kaat's work involves developing and validating standardized tools like the NIH Baby Toolbox® and Mobile Toolbox for assessing neurodevelopmental domains including executive function, memory, language, motor skills, and social-emotional functioning. His recent publications examine pandemic impacts on early intervention systems, cross-cultural psychometric validation, and clinical trial readiness for rare disorders like SCN2A-related syndromes and Duchenne muscular dystrophy. He employs mixed-methods approaches, simulation studies, and novel psychometric methodologies such as bookmarking and measurement invariance analysis. Research also includes technology-based assessments (iPad, smartphone platforms), caregiver-mediated interventions, and addressing biases in developmental measurements across diverse populations.
Elisabet Tiselius is Professor of Translation Studies with a specialisation in Interpreting at the Department of Swedish Language and Multilingualism, Stockholm University, and the leader of the SPRINT research group (Stockholm Process Research in Interpreting and Translation). She holds an 80 % leave arrangement that still permits her to supervise doctoral students and to teach on the MA programmes in conference and public-service interpreting. Education 2013 – PhD, University of Bergen (Norway): Professional experience and expertise among conference interpreters Research interests Her research revolves around the cognitive processes underlying interpreting and translation, with particular focus on working memory, executive functions, monitoring, deliberate practice and the development of expertise. A second strand of research investigates children acting as language brokers for families with limited Swedish proficiency. Methodologically she combines experimental designs, psychometric instruments, eye-tracking, retrospection and discourse analysis. Research projects & teams Ongoing: DEPICT (2021-2025) – Norwegian Research Council flagship on sign-language depiction; EU project on children and interpreters in healthcare (with KI). Completed (2023): The invisible process – Cognition and working memory of dialogue interpreting (Swedish Research Council, VR 2016-01118). Research groups: SPRINT (leader), Childhood Cancer Health Care Research (KI), Sign Language, Interpreting and Communication (Western Norway University of Applied Sciences). International roles: President, European Society for Translation Studies (EST, 2022-); vice-president, European Masters in Conference Interpreting (EMCI); board member, TREC network (Translation, Research, Empiricism, Cognition). Scientific awards & distinctions Member of AcademiaNet – Excellent women academics Authorised conference interpreter, Kammarkollegiet (Sweden) & AIIC Accredited conference interpreter to the European institutions Doctoral supervision & teaching She supervises PhD projects on distance dialogue interpreting, language competence of public-service interpreters, and sign-language interpreting for newly arrived deaf women. She has designed the MA programmes in conference interpreting and public-service interpreting at Stockholm University, as well as the continuing-education course for interpreter educators.
Professor Bronwyn Everett is Deputy Head of the School of Nursing at the University of Wollongong, where she has held a leadership position since 2022. She also served as an Adjunct Professor at Western Sydney University from August 2022 to August 2023. With over 30 years of academic experience in nursing education and research, Professor Everett has made significant contributions to nursing workforce development, cardiovascular disease prevention, and patient safety. Her research interests span several critical areas in contemporary healthcare: nursing education and workforce development (particularly in aged care settings), cardiovascular disease prevention and management, and patient safety including clinical communication, falls risk prevention, and safety culture. Professor Everett has led substantial research projects including the ACCELERATE Plus Trial, which evaluates a nurse-led intervention for improving patient assessment and communication across 24 wards in eight hospitals. Professor Everett's publication record demonstrates consistent productivity with over 136 research outputs as of the latest count. Her recent work shows a clear focus on practical solutions to pressing healthcare challenges, particularly in nursing workforce sustainability, patient safety interventions, and healthcare transitions for vulnerable populations. Her research often employs qualitative and mixed methods approaches to address complex healthcare issues. Her scientific contributions have been recognized through research funding including the NSW Small Business Innovation & Research program grant for 'Vital Signs Monitoring' (2022-2023). Professor Everett maintains an active supervision portfolio with multiple PhD students working on diverse topics related to nursing practice and healthcare delivery. As an educator, Professor Everett has taught at both undergraduate and postgraduate levels throughout her career, receiving awards for her teaching of clinicians. She is deeply committed to ensuring quality learning experiences for students and developing future nursing leaders. Her leadership extends beyond her formal role as Deputy Head of School to include significant contributions to research initiatives and professional development across the nursing field.
Dr. Justyna Kotowicz is an Assistant Professor at the Institute of Pedagogy, Jagiellonian University, specializing in bilingual education and sign language research. She holds a PhD in Social Sciences (Pedagogy) from Jagiellonian University (2016) and a Master's in Psychology from SWPS University (2017). Her work bridges deaf education, cognitive science, and linguistics. Jagiellonian University, PhD in Social Sciences (Pedagogy), 2016 SWPS University, Master's in Psychology, 2017 Pedagogical University, Master's in Rehabilitation Pedagogy (Surdopedagogy), 2010 Jagiellonian University, Master's in Romance Philology, 2010 Her research examines the linguistic and cognitive processes of deaf and hearing individuals using sign language, with a focus on bilingual education and reading skills in deaf populations. She has led international collaborations comparing French and Polish Sign Language development in children. Kotowicz's recent publications investigate neural mechanisms of sentence reading in deaf signers, bimodal bilingualism's impact on executive function, and sign-spoken language contact in Polish families. Her work integrates neuroscience, psycholinguistics, and educational theory. She has participated in projects funded by the French Government Scholarship, National Science Centre (NCN), and the Ministry of Science and Higher Education (MNISW), including creating a dictionary of legal/medical terms in Polish Sign Language.
Francesco Pavani serves as Full Professor of Experimental Psychology and Deputy Dean at the Center for Mind/Brain Sciences (CIMeC) at the University of Trento, where he also holds the Rector’s delegate position for coordinating PhD programs university-wide. His academic leadership spans roles as Head of the PhD School in Cognitive and Brain Sciences (2013–2019) and international affiliations including associate membership at Lyon’s Centre de Recherche en Neuroscience. Pavani’s research bridges cognitive neuroscience, deafness studies, and multisensory perception with translational applications for cochlear implant users. Education Ph.D. in Psychology, University of Bologna (2000; Supervisor: Elisabetta Làdavas) Master equivalent degree (Laurea Magistrale) in Psychology, University of Bologna (1995) Honorary Research Fellow, Institute of Cognitive Neuroscience, University College London (1998; Supervisor: Jon Driver) Visitor Scholar, Center for Neural Engineering, University of Southern California (1994; Supervisor: Michael A. Arbib) Research Focus Pavani investigates multisensory perception and attention mechanisms in typical and atypical populations, with emphasis on deafness, cochlear implantation, and neural plasticity. His work integrates psychophysics, neuropsychology, and neuroimaging to dissect how auditory, visual, and motor systems interact during spatial processing, language comprehension, and metacognitive judgments. Current projects examine spatial hearing rehabilitation through virtual reality, metacognitive aspects of listening effort, and the impact of face masks on communication for deaf individuals—addressing critical gaps in inclusive healthcare and education. Publication Trends His 2024–2025 publications reveal three dominant threads: (1) metacognitive dimensions of hearing (e.g., confidence in spatial judgments, effort tracking during speech-in-noise), (2) neural plasticity in cochlear implant users across ages, and (3) real-world communication barriers like face masks. Methodologically, he pioneers active listening paradigms where motor actions (reaching, postural adjustments) modulate auditory perception—highlighting embodiment’s role in sensory rehabilitation. Over 70% of recent work involves multicentric collaborations, emphasizing clinical translation. Scientific Recognition Giulio Tarra Award for Deafness Research (Pio Istituto dei Sordi di Milano, 2019) Prix Médisite en Neurosciences (Fondation de France, 2016) Chaire CIC-Cerveau et Santé Mentale (Fondation Neurodis, Lyon, 2015) Travel Fellowship, EuroConference on Spatial Neglect (2000) Premio Giovani Ricercatori, Italian Psychology Association (1997) Mentorship and Collaborations As leader of the Cognition Across the Senses (CAtS) research group, Pavani mentors postdocs, PhD candidates, and master’s students in projects spanning basic science (e.g., neural mechanisms of multisensory integration) to applied outcomes (e.g., VR spatial hearing training). His €2M+ grant portfolio includes European Marie Curie Fellowships and French-Italian collaborations like the CRNL partnership. He actively shapes policy as Rector’s delegate for PhD programs and previously coordinated university-wide student recruitment. Research Infrastructure The CAtS group operates within CIMeC’s state-of-the-art facilities, utilizing motion capture systems, eye-tracking, EEG, and custom virtual reality setups (e.g., SPHERE platform for 3D sound localization). Their work directly informs clinical tools like spatial auditory mapping devices (patented in 2024) and sign language accessibility protocols. Current initiatives focus on translating metacognitive training into rehabilitation apps for cochlear implant users and developing inclusive communication standards for healthcare settings post-pandemic.
Susan H. Lederer is a Professor in the Department of Communication Sciences and Disorders at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She has been a faculty member at Adelphi since 1997, progressing from Assistant to Associate to Full Professor. Her office is located in the Hy Weinberg Center, and she can be reached at lederer@adelphi.edu or 516.877.4781. Dr. Lederer earned her academic degrees from New York University: Ph.D., New York University (1996) M.A., New York University (1981) B.S., New York University (1979) Dr. Lederer's research focuses on speech and language disorders in young children, with particular emphasis on emergent literacy, pretend play, and the integration of yoga and mindfulness practices for children. Her work explores evidence-based models of assessment and intervention for young children with speech and language disorders, early lexical acquisition, and innovative approaches to language development. She has developed 'StoryBook Yoga,' an integrated literacy, movement, and music program designed to nurture physical, cognitive, linguistic, social, and emotional development in children through evidence-based shared book reading experiences. Her research demonstrates consistent innovation in connecting mindfulness practices with language intervention, showing how breathing techniques and yoga can support executive function and self-regulation in children with communication challenges. Dr. Lederer has received numerous honors and recognitions for her work: Alumnus of Distinction by New York University (2003) Nominated Advisor of the Year by Adelphi Student Government (Spring 2003) Nominated Professor of the Year by Adelphi Student Government (Spring 2001) Mom's Choice Awards for her children's books 'I CAN SAY THAT' (2007), 'I CAN DO THAT' (2009), and 'I CAN PLAY THAT' (2010) As an advisor, Dr. Lederer has chaired numerous master's theses and undergraduate honors theses, focusing on topics related to language development, yoga interventions, and literacy acquisition. She has secured multiple Adelphi faculty development grants, including the Preschool Healthy Hearing Program (2023 with Y. Serpanos) and an Adelphi instructional technology grant. Her mentorship has produced award-winning research, particularly in the areas of yoga interventions for children with special needs and shared book reading techniques for language development. At the Hy Weinberg Center for Communication Disorders, Dr. Lederer created TOTalk, KIDTalk, and PRE-Read language and literacy enrichment groups for two- to five-year-old children with and without language impairments. These programs have served well over 1,000 children and 1,000 student interns, and have inspired additional social-communication groups for children and adolescents as signature programs for the center.
Cynthia Sanders serves as Associate Professor in the Department of ASL and Interpreting Education at Rochester Institute of Technology's National Technical Institute for the Deaf (NTID). She teaches advanced ASL courses including American Sign Language IV, VII, Intermediate ASL II, and Linguistics of ASL, requiring students to engage with Deaf communities and achieve specified ACTFL proficiency levels. Her research focuses on ASL linguistics (particularly pragmatics and speech act theory), innovative curriculum development for workplace settings, and Deaf cultural studies . Recent work examines indirect message interpretation in ASL, e-curriculum design, and historical analysis of residential schools' cultural impacts. Teaching emphasizes cultural protocols alongside linguistic competence, with courses requiring community engagement and advanced narrative construction. Scholarly output from 2010-2013 shows consistent focus on practical ASL applications, with the ASL at Work curriculum system representing significant pedagogical contribution. Publications demonstrate methodological diversity spanning theoretical linguistics, educational technology, and sociocultural analysis, particularly addressing workplace communication needs and historical assimilation contexts. Recognition includes: Seed Funding Award from Provost's Sponsored Research Services (2013) for "OH-I-SEE" project Dr. Sanders maintains active research-teaching integration through NTID's Rosica Hall Research Festival and collaborations with Dawn Sign Press. Her work addresses critical gaps in professional ASL development while contributing to broader understanding of Deaf cultural preservation and workplace integration challenges.
Dr. Susan Naeve-Velguth is Professor of Audiology and American Sign Language at Central Michigan University, where she serves as Chairperson of the Department of Communication Sciences and Disorders and Director of Community Engagement for the College of Health Professions. She holds a Certificate of Clinical Competence in Audiology (CCC-A) and maintains active membership in the American Academy of Audiology and American Speech, Language, and Hearing Association. Education: PhD in Communication Disorders, University of Minnesota (1995) MA in Audiology, University of Minnesota (1989) BS in Speech and Hearing Science, University of Minnesota (1986) Research Focus: Her work spans three interconnected domains: FM/DM assistive hearing technologies, interprofessional education models for healthcare training, and patient counseling efficacy in audiological practice. This research addresses critical gaps in clinical education methodologies and hearing rehabilitation technology optimization. Publication Analysis: Her 30-year publication record demonstrates progression from foundational sign language linguistics (early 1990s) to contemporary hearing technology innovation (2023). Recent works emphasize evidence-based clinical education techniques and FM system performance, while earlier contributions established frameworks for pediatric assessment and family counseling in audiology. Teaching: She instructs graduate-level Audiologic Rehabilitation (CSD 431) and undergraduate American Sign Language (ASL 101H), integrating clinical simulation and community engagement practices.
Svenna Pedersen serves as a Lecturer in the Department of Dual Language and English Learner Education at San Diego State University (SDSU), where she teaches American Sign Language (ASL) and Deaf Culture courses. She concurrently instructs at Gallaudet University, Mesa Community College, Grossmont College, and Southwestern College, demonstrating extensive commitment to ASL education across multiple academic institutions. Her educational background includes: MA in Deaf Studies (emphasis: ASL Teaching), Gallaudet University, 2007 BA in Communication Studies, Gallaudet University, 2005 Online DEFT Teaching Credential, Southwestern College, 2018 ASL Proficiency Interview Score 4+, 2016 California Subject Examination for Teachers (ASL), 2014 Professor Pedersen's research bridges ASL linguistics, cognitive neuroscience, and Deaf cultural studies. Her investigations into limb apraxia, sign span metrics, and neurological impacts on sign language production reveal the complex interplay between motor control and linguistic processing in visual languages. This work establishes critical baselines for understanding Deaf cognition and language disorders. Her publication record shows consistent conference presentations at major neuroscience and linguistics venues over the past decade, with pronounced focus on ASL production errors and neurological correlates. Collaborations with the Salk Institute highlight her integration of laboratory neuroscience with real-world Deaf community applications. Her professional recognitions include: Online DEFT Teaching Credential (Southwestern College, 2018) ASL Proficiency Interview Score 4+ (2016) California Subject Examination for Teachers (ASL, 2014) As an educator, Professor Pedersen oversees SDSU's ASL proficiency assessment program and teaches ASL from beginner to advanced levels. Her pedagogical approach integrates research findings with cultural immersion, drawing from 15+ years of experience teaching Deaf children and families. She emphasizes identity development alongside language acquisition, reflecting her commitment to holistic Deaf education. Though not leading a formal research laboratory, Professor Pedersen actively shapes the field through professional service on the San Diego ASLTA board and contributions to educational resources like Visual Language and Visual Learning's storybook apps. Her work consistently centers Deaf community perspectives in academic settings.
