Laura Lamontagne serves as Chair and Professor in the Department of Accounting, Economics & Finance at Framingham State University, where she leads academic initiatives and contributes to economic research. Her educational foundation includes: Ph.D. in Economics from Clemson University Dr. Lamontagne specializes in energy systems analysis, with research focusing on Renewable Portfolio Standards and US energy policy frameworks. Her empirical work bridges industrial organization theory with environmental sustainability challenges, examining market mechanisms for clean energy adoption. She actively disseminates findings through major economics forums including the Eastern Economic Association and International Atlantic Economic Society conferences. As an educator, she pioneered experiential learning programs organizing student study abroad trips to Germany and Switzerland for immersive renewable energy systems analysis, connecting classroom theory with real-world infrastructure.
Sharon Childs serves as Teaching Professor of Applied Linguistics at The Pennsylvania State University, holding key administrative roles including Chair of the M.A. TESL Program and Program Director for the TESOL Minor. Her work spans teaching, research, and leadership within the Department of Applied Linguistics. Her research focuses on Language Teacher Cognition and Education, particularly L2 teacher learning from a Vygotskian sociocultural perspective. She investigates how novice teachers develop expertise and the role of context in shaping teaching practices, with additional interests in online language instruction and teacher professional development. Professor Childs teaches undergraduate and graduate courses such as Teaching American English Pronunciation (APLNG410), Theory: Second Language Acquisition (APLNG491), and Practice Teaching in ESL (APLNG500). She has extensive experience in the International Teaching Assistants program and previously directed the Online Graduate Certificate in TESOL. She leads significant collaborative projects including an international virtual exchange through Penn State’s EDGE initiative, funded by the American Councils for International Education, connecting Penn State STEM faculty with institutions across Central Asia. Her scholarly contributions feature the co-authored book Praxis-oriented Pedagogy for Novice L2 Teachers (2022) and multiple publications on teacher reasoning and development. Mentoring undergraduate and master's students is central to her service, alongside program development for TESOL education. Her international partnerships foster cross-cultural educational exchanges that advance language teaching methodologies globally while addressing decolonial approaches in immersion contexts.
Tim Abeln serves as an Associate Teaching Professor in the Department of Language and Cultural Studies at the University of Missouri–St. Louis (UMSL), within the College of Arts and Sciences. His teaching encompasses all levels of language and culture instruction, with specialized expertise in Latin American and Mexican literature and culture. He actively directs study abroad programs in Toledo, Spain, and short-term initiatives in The Dominican Republic and Costa Rica. Education: B.A. in Spanish and Education from Webster University (St. Louis), including semester and summer study in Guadalajara, Mexico M.A. in Spanish from Bowling Green State University, with research focused on Mexican Literature and Mexican identity; additional study at Universidad Autónoma de Guadalajara His scholarly work centers on Mexican Literature and Mexican Identity , extending to broader Latin American Literary Studies and Cultural Identity Research . He integrates these interests through immersive language pedagogy and cross-cultural education, demonstrated by his leadership in international programs across Spanish-speaking regions. His teaching philosophy emphasizes authentic cultural engagement through both classroom instruction and experiential learning abroad. No information was provided regarding scientific awards, student advising, research grants, or laboratory affiliations.
Simon McKinnon is an Assistant Professor in Durham University's School of Modern Languages and Cultures, specializing in study abroad pedagogy and intercultural learning. His research examines curriculum integration of international experiences, focusing on value alignment between institutional objectives and student priorities. As Senior Fellow of the Higher Education Academy, he promotes scholarly approaches to language teaching innovation. McKinnon's publications address pedagogical transformations through case studies of study abroad programs, technology integration in translation training, and historical analysis of cross-cultural representations. He maintains active outreach promoting French language and francophone culture in UK education.
Valentina Mariani is a Visiting Critic at Cornell University's College of Architecture, Art, and Planning (AAP), based in Rome, Italy, where she teaches Italian language and culture to international students. She is affiliated with the Department of Architecture and contributes to programs hosted at the Cornell in Rome campus, collaborating with institutions such as Dartmouth, RISD, and UCL. Her academic background includes a bachelor's degree and a master's degree in literature and Italian language and culture, complemented by specialized certifications in teaching Italian to foreigners—DITALS II and DILIT. These qualifications underscore her expertise in language pedagogy and curriculum design. Valentina’s research and professional interests center on glottodidactics—the science of language teaching—including innovative methodologies, classroom management strategies, and the development of teaching resources. She is committed to continuous professional development in language education and actively updates her pedagogical approaches. Her work supports interdisciplinary academic programs in architecture, art, and planning by enhancing students’ linguistic and cultural immersion during their studies in Rome. While she does not publish scientific articles in the traditional academic sense, her contributions are integral to the educational experience of visiting students. DITALS II Certification in Teaching Italian to Foreigners DILIT Certification in Teaching Italian to Foreigners Valentina has taught and coordinated Italian language programs for several American universities abroad, including Dartmouth College, Rhode Island School of Design (RISD), and University College London (UCL). She has also developed syllabi and academic programming for language instruction. There is no mention of research grants or formal student advising in the provided text. She is actively involved with the Cornell in Rome program and works from Palazzo Santacroce in central Rome, contributing to the university’s international academic outreach. Her role enhances the cultural and linguistic dimensions of the study-abroad experience for students in design and planning disciplines.
Jack Powers serves as Professor and Chair of Media Arts, Sciences and Studies at Ithaca College's Roy H. Park School of Communications, where he teaches entertainment media business and researches children's media effects. With extensive industry experience including film production and network consulting, he bridges academic theory with professional practice. His educational background includes: PhD in Mass Communications (Media & Behavior concentration) from Syracuse University MA in Journalism/Mass Communication from The Ohio State University BA in Communications and French from University of Mount Union Powers' research spans entertainment industry dynamics, media effects on children, and emerging media technologies. His work examines Hollywood entry strategies, streaming economics, documentary ethics, and digital behavior patterns - particularly how new technologies impact dating, adolescent development, and social discourse. He emphasizes practical application through industry connections and production experience. His recent publications reveal evolving focus from children's media effects toward industry business models and technology impacts, with increasing attention to ethical implications of social media, streaming disruption, and production innovation. Current scholarship addresses writers' room pedagogy and filmmaking's technological transformation. Powers actively integrates professional practice into academia, currently producing a $1 million feature film employing Park School students. His teaching philosophy emphasizes "learning is doing" through required LA internships, London study abroad, and hands-on production via ICTV's 20+ television shows. He maintains direct industry access through regular Hollywood consulting for major networks and production companies. He oversees student development through extensive industry connections, with alumni employed at Disney, ESPN, MLB Network, HBO, Netflix, and numerous major productions. Personal media interests include Taylor Sheridan works, Game of Thrones, and directors like Tarantino and Scorsese, reflecting his professional engagement with contemporary media trends.
Mamadou Badiane is an Associate Professor of Spanish and Director of the Afro-Romance Institute at the University of Missouri's School of Languages, Literatures & Cultures. His research focuses on Afro-Caribbean literature, cultural identity, and decolonization movements, with particular emphasis on Negrismo, Négritude, and their intersections with the Harlem Renaissance. Recent work explores religious extremism in Central/West Africa, including Boko Haram's impact in the Lake Chad region. He previously chaired the Department of Romance Languages and Literatures and directs the university's Spain Study Abroad program. Education: B.A. French and Spanish, Hunter College (City University of New York), 2001 M.A. Spanish, University of Iowa, 2003 Ph.D. Spanish, University of Iowa, 2006 Research Interests: Badiane examines how Afro-Caribbean cultural identities evolve through literary movements like Negrismo and Négritude, analyzing their connections to African decolonization and hybridized identities via Antillanité/Creolité. His work bridges historical analysis with contemporary issues, such as the fluidity of Caribbean national identities and the global implications of religious extremism. Key Contributions: His monograph The Changing Face of Afro-Caribbean Cultural Identity explores how Negrismo and Négritude poets reshaped cultural narratives, emphasizing gender dynamics and silenced voices like those of Négritude's female writers. His recent fieldwork in Cameroon informs a forthcoming book on Boko Haram's regional threats. Academic Leadership: As Study Abroad Program Director in Spain, Badiane facilitates immersive language and cultural education. His institutional roles reflect a commitment to advancing Afro-Romance studies and fostering interdisciplinary dialogue across departments.
Tatiana Iretskaia is a doctoral candidate in Sustainable Tourism and Protected Areas Management (STPAM) at Michigan State University's Department of Community Sustainability (College of Agriculture & Natural Resources). She holds multiple master’s degrees and 15 years of professional experience in field biology, cross-cultural communication, and international tourism. Her research focuses on transformative travel experiences’ long-term impacts, blending qualitative storytelling with global case studies. Education highlights include prior studies in Russia, France, and the UK. She actively teaches courses like ISB 208L (Applications of Biological Sciences for non-majors) and co-leads study abroad programs in South Africa/Mozambique (Marine Ecology & Conservation). Notable teaching accolades include the 2024 Excellence in Graduate Student Teaching Award and participation in MSU’s FAST/IIT teaching development cohorts. Research contributions include peer-reviewed work on pandemic-era park messaging, ORV user preferences, and conservation tourism frameworks. Her work bridges environmental science, cultural anthropology, and policy design. A polyglot (fluent in four languages), she coordinates international collaborations using Portuguese, Russian, French, and English. Award-winning educator and researcher, she has received prestigious fellowships including the C.S. Mott Pre-Doctoral Award and FLAS Fellowship. Her fieldwork spans 80+ countries, emphasizing experiential learning through immersive cultural exchanges.
Sara Colburn, Ph.D., is a Professor of Spanish at Franklin College. She joined the institution and currently teaches courses focused on Spanish literature, history, and culture. Her office is located in Old Main. Dr. Colburn emphasizes immersive learning experiences, encouraging students to engage with Spanish-speaking communities through internships and study abroad programs. She aims to broaden students' cultural perspectives, preparing them for graduate programs or professional careers requiring cross-cultural competency. Her expertise includes Hispanic cultural analysis and language pedagogy. She is involved in academic initiatives such as Franklin College’s foreign language requirement, which she describes as foundational for global awareness. No specific scientific awards or grants are listed in the provided materials. Her professional accomplishments include curriculum development and student mentorship.
Prof. Dr. Susanne Ehrenreich holds the Chair for Applied Linguistics and English Language Education at the Technical University of Dortmund since 2010. Previously, she served as lecturer and assistant professor at LMU Munich (2002-2010) and held acting professorships at Catholic University of Eichstätt-Ingolstadt. A fully qualified teacher with secondary school experience in Germany, she specializes in English as a Lingua Franca (ELF) and its Business English variant (BELF), focusing on intercultural communication and language education . PhD summa cum laude (2004) on 'Residence Abroad and Teacher Education' Co-organized ELF/BELF research workshops (2012-2022) Editorial board member for Journal of English as a Lingua Franca (2012-present) Her research examines language use in German multinational corporations , communities of practice , and pedagogical implications of ELF/BELF . She has conducted extensive qualitative-ethnographic research in international business contexts, including landmark studies at Siemens and Daimler. Her work bridges language contact theory with corporate communication practices. Key publication themes include: Linguistic diversity in business Multilingual negotiation strategies Intercultural teacher education Study abroad impacts on language acquisition ELF/BELF in digital wilds She serves as an external examiner for PhDs in Japan, UK, and Austria, and mentors junior scholars through the Paderborn University program. Her courses at TU Dortmund focus on applied linguistics , pedagogical approaches , and pragmatic analysis of ELF .
Lori Czerwionka serves as Associate Professor in Purdue University's School of Languages and Cultures, a position she has held since 2012 following her promotion. Her academic identity centers on bridging linguistic theory with practical applications in language education and cross-cultural communication. Her educational foundation includes: Ph.D. in Hispanic Linguistics (University of Texas at Austin) Master's in Linguistics (University of Illinois at Urbana-Champaign) Bachelor's in Spanish and Finance (University of Illinois at Urbana-Champaign) Professor Czerwionka's research program explores how language functions in social contexts, with particular emphasis on pragmatic development in second language learners. She investigates discourse organization patterns, bilingual language use across domains, and the acquisition of culturally specific communication norms. Her work examines how factors like gender, imposition level, and cultural background shape linguistic choices in Spanish, Italian, and cross-linguistic contexts. Recent projects analyze discourse markers in native and non-native speech, intercultural communication during study abroad, and mealtime conversations as language learning opportunities. Analysis of her publication trajectory reveals consistent focus on Hispanic linguistics with expanding interdisciplinary reach. While maintaining core expertise in Spanish pragmatics and bilingualism, her recent work increasingly intersects with engineering education through sociotechnical thinking frameworks. This evolution reflects strategic adaptation to contemporary academic demands, particularly in demonstrating humanities' relevance to STEM fields through scenario-based assessments and systems thinking applications. As academic service, she coordinates the Purdue Faculty Writing Group and serves on both the graduate committee and linguistics committee within her school. Her teaching portfolio spans undergraduate and graduate Spanish language and linguistics courses, directly applying her research on second language acquisition to classroom practice. She actively contributes to language program sustainability through scholarship on enrollment challenges in 21st-century university language education. Professor Czerwionka's collaborative approach manifests in committee work and cross-disciplinary projects, notably integrating humanities perspectives into engineering curricula. Her leadership in the Faculty Writing Group demonstrates commitment to scholarly community building, while her editorial work on "Inquiries in Hispanic Linguistics" (2016) underscores field contributions beyond solo publications.
Dr. Jung Won Hur serves as Professor and Program Coordinator in the Department of Educational Foundations, Leadership, and Technology at Auburn University's College of Education. Her research focuses on leveraging emerging technologies to advance computer science education and promote equity for minority students from low-income backgrounds. Education Background: Doctorate: Indiana University M.Ed: Seoul National University of Education, South Korea B.S.: Seoul National University of Education, South Korea Research Focus: Dr. Hur's work centers on emerging technology integration , K-12 computer science education , diversity and equity in STEM , and international education . She develops culturally responsive approaches to prepare teachers for CS education and investigates technology's role in supporting underserved student populations. Her research often employs mixed-methods designs to examine virtual reality adoption, AI literacy development, and retention strategies in computing fields. Publication Trends: Recent publications (2022-2025) reveal a concentrated effort to address representation gaps in computer science through culturally relevant summer camps, mobile app development projects, and virtual reality integration. Her work consistently targets African American students and financially disadvantaged undergraduates, with significant emphasis on teacher preparation and international educational exchanges. Grants and Leadership: Principal Investigator for two NSF grant projects promoting CS awareness among minority high school/college students Director of Global Studies in Education: South Korea Program (2014-present), facilitating 10-day immersion for 64 K-12 educators Co-Designer of ITEST-Alabama project with Tuskegee University for minority student engagement in CS President of Korean American Educational Researchers Association (2020-2021) Professional Experience: Former elementary school teacher in South Korea (6 years) prior to academic career in the United States.
Selcen Erten Johansson is a Doctoral Researcher in Digital Language Studies at the University of Turku, focusing on corpus linguistics and media discourse analysis. Her research examines Turkish web registers in the context of political events, such as Finland's NATO membership process in Turkish media. Supported by the Eino Jutikkala Fund (2024–2026), her work bridges computational methods with sociolinguistic inquiry. She holds a Master's in Linguistics from Mersin University (2019) and has been a Fulbright scholar in the U.S. Her teaching spans corpus linguistics, language technology, and Turkish as a foreign language at institutions including Turun Suomenkielinen Työväenopisto and Toros University. Education: PhD Candidate in Digital Linguistics, University of Turku (2021–present) Master's in Linguistics, Mersin University, Türkiye (2019) Fulbright Scholarship, Michigan State University (2015–2016) Research Interests: Selcen explores language variation in digital contexts, particularly Turkish web-based discourse. She combines corpus linguistics with computational tools to analyze political media narratives and multilingual web registers. Her work emphasizes the intersection of technology and sociolinguistics, including projects like TurCORE and collaborations with the TurkuNLP research team. She also investigates pedagogical approaches for teaching Turkish and Finnish as foreign languages. Grants & Support: Eino Jutikkala Fund Grant (2024–2026), Finnish Academy of Science and Letters Teaching & Outreach: She has taught courses on corpus linguistics, automatic text processing, and Turkish language instruction across multiple institutions. Her teaching philosophy integrates digital tools with traditional language pedagogy. Labs & Teams: Active member of the TurkuNLP research team, focusing on NLP applications in digital humanities and multilingual corpora analysis.
Jennifer Koosed, Ph.D. is a Professor of Religious Studies at Albright College, where she teaches courses on Hebrew Bible, New Testament, and related subjects. Her academic affiliations include the Religious Studies department within the College of Arts and Sciences at Albright College. Dr. Koosed's research focuses on Hebrew Bible and New Testament studies, with particular emphasis on Persian Period literature, gender and sexuality in biblical contexts, Bible and popular culture, literary theory approaches to scripture, and Judaism with attention to post-Holocaust thought. Her work demonstrates interdisciplinary approaches that bridge religious studies with contemporary cultural analysis. Her scholarly publications reveal consistent engagement with biblical texts through innovative lenses, particularly examining gender, embodiment, and cultural reception. Her work spans from literary analysis of Ecclesiastes to feminist readings of Ruth and explorations of biblical genealogies in American cultural contexts. Dr. Koosed coordinates Albright's Interim study abroad program in Ecuador, which offers students opportunities to explore cross-cultural understanding through coursework in Religious Studies, Sociology, Women and Gender Studies, Spanish, and Latin American Studies. This program includes immersive experiences with Ecuadorian host families and travel throughout diverse regions of the country. Her educational background includes a Diploma in Jewish Studies from Oxford University, an M.T.S. from Vanderbilt Divinity School, and a Ph.D. from Vanderbilt University, establishing a strong foundation for her work in biblical scholarship and religious studies.
Khaled Al Masaeed is an Associate Professor of Applied Linguistics, Second Language Acquisition, and Arabic Studies at Carnegie Mellon University's Department of Languages, Cultures & Applied Linguistics, within the Dietrich College of Humanities and Social Sciences. He holds a Ph.D. and M.A. in Second Language Acquisition and Teaching from the University of Arizona, alongside degrees from institutions in Jordan and North Carolina. His research focuses on the intersection of sociolinguistics and second language acquisition, particularly the relationship between language ideologies and sociolinguistic practices in multilingual/multidialectal contexts. Key themes include translanguaging, L2 pragmatic development, and study abroad outcomes. He has published widely in journals like Applied Linguistics and Modern Language Journal , and presented globally on Arabic language education and multilingualism. Al Masaeed teaches courses on sociolinguistics, pragmatics, and Arabic language and identity. He previously directed study abroad programs in Egypt, Jordan, and Morocco. His service roles include board memberships for language education associations, coordination of Arabic studies programs, and academic editing for Routledge's 'Topics in Arabic Applied Linguistics' series. Education: Ph.D. & M.A., University of Arizona: Second Language Acquisition and Teaching M.A., University of North Carolina–Pembroke: English Education B.A., Al al-Bayt University: English Language and Literature He advises numerous PhD students in applied linguistics and second language acquisition, focusing on multilingual practices, pragmatics, and study abroad research. His work emphasizes practical applications of sociolinguistic theory in educational contexts.
