جست‌وجوی استاد و پژوهشگر

Phung Daoمشاهده پروفایل

استادیار

• Second Language Acquisition
• Technology Enhanced Language Learning
• Learner Engagement
• +۵ مورد دیگر

Phung Dao is an Assistant Professor in Second Language Education at the University of Cambridge's Faculty of Education. He teaches MPhil/MEd courses in Research in Second Language Education and supervises PhD students. Previously, he held positions at Manchester Metropolitan University (2018–2022) and taught at institutions in Australia, Canada, and Vietnam. His research focuses on instructed second language acquisition, technology-enhanced language teaching, learner engagement, and Task-Based Language Teaching (TBLT). Education: PhD in Applied Linguistics, Concordia University (2017) Masters in Applied Linguistics/TESOL, University of Queensland (2012) Bachelor in Language Teaching, An Giang University (2007) Research Interests: Instructed Second Language Acquisition Technology for L2 Learning/Teaching Peer Interaction and Learner Engagement Computer-Mediated Communication (CMC) Task-Based Language Teaching (TBLT) L2 Pedagogy and Teacher Education Current Research Projects (2022–2025): British Council-funded study on teacher development in Vietnam via Teacher Activity Groups IELTS IDP Australia-funded investigation of stakeholders' perceptions of 'IELTS Juniors' in Vietnam British Council-funded landscape review of online ELT in Vietnamese public schools Grants & Awards: IELTS Joint-funded Research Programme grants (2019, 2022) British Council ELTRA Award (2019) Language Learning Early Career Grant (2019) TOEFL Research Awards (2018, 2015) Books: Learner Engagement in Online Second Language Classrooms (2024) Co-editor of Understanding Interaction in the Second Language Classroom Context (2025) Teaching: Supervises PhD students and teaches postgraduate courses in Second Language Education.

Shiva Rahmaniمشاهده پروفایل

استادیار

• Language Pedagogy
• Artificial Intelligence in Language Education
• Technology Integration in Teaching
• +۵ مورد دیگر

Shiva Rahmani serves as an Assistant Instructional Professor in the Department of Germanic Studies within the University of Chicago's Humanities Collegiate Division, where she has taught German language courses from novice to advanced levels since 2018. Her academic journey spans institutions across Iran, Germany, and the United States, with teaching roles at Purdue University and the Goethe Institute Chicago complementing her current position. Education: MA in Germanic Studies, Purdue University (2014) MA in German (Translation Science), University of Tehran (2011) BA in German Literature, Shahid Beheshti University (2008) Associate in Applied Science (Fashion Design) Rahmani's research pioneers the integration of artificial intelligence into language pedagogy, exploring how tools like ChatGPT can create personalized learning experiences while examining domain-specific language needs for study abroad contexts. Her work bridges traditional language instruction with digital innovation through comics, memes, and interactive platforms, consistently addressing cross-cultural communication challenges and religious history's influence on German literature. This interdisciplinary approach has positioned her at the forefront of modern language education methodology. Her recent publications and presentations reveal a clear trajectory toward technology-enhanced language acquisition, with 2023-2024 works focusing intensely on AI applications while maintaining foundational work in visual literacy (comics/memes) and curriculum design. This evolution demonstrates both responsiveness to emerging technologies and continuity in her core mission of making language learning culturally immersive and accessible. Scientific Recognition: Excellence Graduate Teacher Certificate (Purdue Teaching Academy) ACTFL OPI Tester Certification Goethe Institute Examiner Certification (Prüferzertifikat) National Foreign Language Resource Center Digital Badge Rahmani actively cultivates learning communities through initiatives like virtual coffee hours connecting students with global institutions, cross-university conversation consortia, and digital platforms including ProjectDeutschIG and DeutsCHIgUeberall. Her grant-supported work has developed innovative courses such as "Deutschlandreise" and "Germany Heute," while her current IRB-certified research explores AI's pedagogical efficacy with emphasis on personalized learning pathways and cultural competency development. She leads the German Club and has established Creative Language Experiences labs focused on domain analysis for study abroad contexts, alongside developing a psychology course titled "Psycho-Cultural Exploration: Unraveling Identity through German Lens." Her collaborative projects with Jamie Rankin on the der/die/das platform demonstrate commitment to creating immersive, technology-integrated language environments that bridge classroom learning with real-world application.

• Machine Learning
• Theoretical Statistics
• Health Sciences
• +۷ مورد دیگر

Barnabas Poczos is an Associate Professor in the Machine Learning Department at the School of Computer Science, Carnegie Mellon University. He is a member of the Auton Lab and has established himself as a leading researcher in theoretical machine learning with applications spanning numerous scientific domains. Carnegie Mellon University, School of Computer Science Machine Learning Department Auton Lab member Dr. Poczos earned his M.Sc. in applied mathematics from Eotvos Lorand University in Budapest, Hungary in 2001, followed by a Ph.D. in computer science from the same institution in 2007. He completed postdoctoral training at the University of Alberta (2007-2010) in the RLAI group and at Carnegie Mellon University (2010-2012) in the Auton Lab. His research focuses on theoretical questions of statistics and their applications to machine learning. Dr. Poczos develops machine learning methods for advancing automated discovery and efficient data processing across diverse scientific fields including health-sciences, neuroscience, bioinformatics, cosmology, agriculture, robotics, civil engineering, and material sciences. His work bridges theoretical foundations with practical applications, making significant contributions to both machine learning methodology and domain-specific scientific problems. Analysis of his recent publications reveals a strong emphasis on diffusion models and generative AI techniques applied to scientific discovery. His work spans drug design, genomics, cosmology, and materials science, demonstrating a consistent pattern of developing novel machine learning methodologies that address specific challenges in scientific domains. The interdisciplinary nature of his research is particularly evident in the application of advanced ML techniques to solve complex problems in biology, physics, and engineering. Yahoo! ACE award Dr. Poczos has served as PI or co-Investigator on 15+ federal and non-federal grants, supporting his research in theoretical machine learning and its scientific applications. His teaching portfolio at CMU includes advanced courses in optimization, convex optimization, and machine learning with large datasets. While specific students aren't mentioned in the provided information, as an Associate Professor at CMU, he undoubtedly mentors graduate students in the Machine Learning Department. As a core member of the Auton Lab at Carnegie Mellon University, Dr. Poczos contributes to a research environment focused on developing machine learning methods for real-world applications, particularly in healthcare and scientific discovery. The lab's work emphasizes both theoretical foundations and practical implementations of machine learning systems.

• Digital Literacies
• Multimodal Literacies
• Early Childhood Education
• +۳ مورد دیگر

Mitchell Parker is a Lecturer (Career Development Fellow) in the School of Education at the University of Wollongong. His academic roles include teaching undergraduate and postgraduate courses in language and literacy education, as well as educational sociology. He holds a PhD from the University of Wollongong (2021), where his dissertation earned the Outstanding Thesis Award for both the School of Education and the Faculty of Arts, Social Sciences and Humanities (ASSH). His research focuses on young children’s digital and multimodal literacies, teacher pedagogies, and classroom learning environments. Education: Doctor of Philosophy (PhD), University of Wollongong (2021) Master of Education (Literacy), University of Wollongong Bachelor of Education (Early Childhood), Charles Sturt University His research interests include contemporary literacy pedagogies, learning environments, and initial literacy teacher education. Recent work examines digital text production in early schooling curricula and preservice teacher perspectives on educational impact. Mitchell has been recognized with prestigious awards, including the 2024 Vice Chancellor’s OCTAL Award and the National Award for Service to the Australian Literacy Educators’ Association (ALEA), reflecting his contributions to teaching, research, and professional service. Awards & Recognition: 2024 Vice Chancellor’s Early Career Academic Award for Teaching and Learning 2024 National Award for Service to ALEA 2019 ALEA Fellowship 2025 ALEA Senior Fellow designation As a leader in literacy education, Mitchell coordinates courses such as Language and Literacy Pedagogies and Teaching Constrained Literacy Skills , and currently supervises a Master of Research project on children’s metacognition in classroom writing tasks. He actively contributes to professional organizations, serving as NSW South Coast Vice President of ALEA and Deputy Publications Director.

Zhicheng Liuمشاهده پروفایل

استادیار

• Human Computer Interaction
• Machine Learning and Data Science
• Data Visualization
• +۳ مورد دیگر

Zhicheng Liu is an Assistant Professor in the Department of Computer Science at the University of Maryland. His research focuses on human-computer interaction, machine learning, and data visualization, emphasizing democratizing visualization design through computational tools and human-centered systems. He received the NSF CAREER Award (2023) for his work on manipulable semantic components in data visualization. Education details are not explicitly stated in the provided texts, but his professional trajectory indicates advanced academic training in computer science. Research interests include interactive visualization authoring, collaborative systems, AI-enhanced design tools, and semantic analysis of visual content. His work bridges computer science with cognitive science, psychology, and graphic design to create impactful interdisciplinary solutions. Liu's recent publications (2023–2025) explore topics like semantic chart decomposition, AI-assisted documentation, and cross-linguistic collaboration tools. His NSF-funded project aims to develop modular visualization components for easier creation of interactive charts. Awards include the NSF CAREER Award, recognizing his potential to advance visualization research. He advises four PhD candidates focusing on visualization and HCI topics. His grants include a $600K NSF award supporting his CAREER project. Collaborative tools developed (e.g., DocDancer, VisAnatomy) demonstrate his focus on practical, user-centric systems. Liu’s lab focuses on responsive documents, AI-driven tutorial systems, and visualization corpus development. He emphasizes real-world impact through tools that simplify data analysis and communication for non-experts.

Manel Lacorteمشاهده پروفایل

دانشیار

• Second Language Pedagogy
• Heritage Language Teaching
• Classroom Interaction
• +۳ مورد دیگر

Manel Lacorte is an Associate Professor of Spanish Applied Linguistics and Program Head of Spanish and Portuguese at the University of Maryland, College Park. He is also an Affiliate Faculty member at the Latin American and Caribbean Studies Center and part of the Maryland Language Science Center. Dr. Lacorte holds degrees from the University of Barcelona (B.A.), University of Illinois at Chicago (M.A.), and the University of Edinburgh (Ph.D.). His research focuses on second language pedagogy, heritage language education, classroom interaction, and sociopolitical aspects of language teaching. He has authored/co-authored numerous books, including The Routledge Handbook of Hispanic Applied Linguistics and Multiliteracies Pedagogy and Language Learning , and serves as an editor for journals like the Journal of Spanish Language Teaching . He has directed the School of Spanish at Middlebury College since 2009, emphasizing innovative teaching methodologies and program articulation. Education: B.A., University of Barcelona M.A., University of Illinois at Chicago Ph.D., University of Edinburgh Research interests span applied linguistics, multiliteracies pedagogy, and the sociopolitical dimensions of language education. His work integrates theoretical frameworks with practical applications, addressing issues like heritage language maintenance, teacher education, and technology in language learning. Recent publications highlight interdisciplinary approaches to Spanish language teaching and the role of multilingualism in global contexts. Lacorte has contributed to over 30 books and edited volumes, focusing on topics such as Spanish in the U.S., language policy, and curriculum design. His edited special issues include the Journal of Spanish Language Teaching (2014) and Revista Nebrija de Lingüística Aplicada (2020). He is a certified ACTFL OPI tester and workshop facilitator, emphasizing practical assessment strategies in language education. His professional roles include directing language programs, coordinating research initiatives like PArLAR at Middlebury, and promoting multilingual pedagogies. Lacorte’s work bridges academic research and classroom practice, advocating for culturally responsive and inclusive language education models.

Na-Young Ryuمشاهده پروفایل

استاد آموزشی

• Korean Linguistics
• Phonology
• Computer-Assisted Language Learning
• +۴ مورد دیگر

Na-Young Ryu is an Associate Teaching Professor of Korean in the Department of Asian Studies at Penn State University, part of the College of the Liberal Arts. She holds an M.A. in English Linguistics from Hankuk University of Foreign Studies (South Korea) and a Ph.D. in Linguistics from the University of Toronto (Canada). Her research focuses on Korean linguistics, phonology, and innovative language education methods, particularly integrating AI and web-based tools to enhance L2 learners' perception and pronunciation skills. Dr. Ryu’s work emphasizes perceptual training programs using audio-visual techniques and AI-driven conversational chatbots. She explores cross-linguistic perception challenges faced by English and Mandarin learners of Korean, as well as phonological adaptation in heritage Korean communities. Her contributions include developing reliable web-based language tests and mobile-assisted phonetic training tools. Her publications span topics like loanword phonology, vowel harmony in heritage Korean, and the impact of L1 inventory size on L2 perception. She actively promotes Korean culture through campus events like 'Krazy about Korea' and organizes conferences for language educators. Her interdisciplinary approach bridges linguistics, technology, and pedagogy to advance language education methodologies.

Theresa Willsمشاهده پروفایل

دانشیار

• Mathematics Education
• Online Learning Strategies
• Teacher Preparation and Professional Development
• +۳ مورد دیگر

Dr. Theresa Wills is an Associate Professor at George Mason University, affiliated with the College of Education and Human Development and the Mathematics Education Center. She holds a PhD from George Mason University. Her work focuses on mathematics education, teacher preparation, and equity-centered instructional strategies. She has expertise in online learning environments, synchronous teaching methods, and curriculum design. Her research explores topics such as asset-based instruction, equity in STEM education, and the integration of technology in teacher training programs. Dr. Wills is involved in initiatives like the Mathematics Specialist Leadership program and contributes to secondary education (6-12) curricula. She has published widely on pedagogical strategies for online and face-to-face settings, emphasizing engagement and accessibility. Dr. Wills is affiliated with the Mathematics Education Center and has developed courses related to mathematics specialist preparation and educational technology. Her work aims to bridge theoretical frameworks with practical classroom applications, particularly in fostering inclusive and effective teaching practices.

Carrie Bonillaمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Individual Differences in Language Learning
• Explicit and Implicit Instruction
• +۷ مورد دیگر

Carrie Bonilla is an Associate Professor and Basic Spanish Program Coordinator at George Mason University. She holds a Ph.D. in Hispanic Linguistics from the University of Pittsburgh and an MA in Spanish Language and Translation from New York University in Madrid. Her research focuses on second language acquisition, emphasizing pedagogical practices in syntax/morphology, individual cognitive aptitude, and learning environments such as online, classroom, community-based, and study abroad settings. She received the 2023 George Mason University Teaching Excellence Award. Her education includes a strong foundation in linguistics and language pedagogy, complemented by grants like the George Mason Term Faculty Development Grant (2018) and Curriculum Impact Grants (2019, 2020). She teaches a broad range of Spanish courses, including elementary through advanced levels, linguistics, translation, and phonetics. Research Interests: Second Language Acquisition (SLA) Individual differences in language learning Community-based and online language learning Third language acquisition (Portuguese for Spanish speakers) Processability Theory applications Cognitive aptitude roles in study abroad Publications Highlight Trends: Her work bridges theoretical SLA frameworks (e.g., Processability Theory) with practical pedagogy, emphasizing evidence-based practices in curriculum design and testing. Recent studies explore placement test development (2024), corpus use in classrooms (2023), and autonomous learning strategies (2021). Grants & Awards: George Mason Teaching Excellence Award (2023) Curriculum Impact Grant (2019, 2020) Term Faculty Development Grant (2018) Advising & Labs: While no specific advisees are listed, her courses involve community-based projects (e.g., SPAN 485) and collaborative learning initiatives.

Tania Mondéjarمشاهده پروفایل

دانشیار

• Neuropsychology
• Educational Technology
• Cognitive Neuroscience
• +۵ مورد دیگر

Dr. Tania Mondéjar is an Associate Professor in the Department of Psychology at the University of Castilla-La Mancha (UCLM), Faculty of Education. She holds a PhD and postgraduate degree in Neuropsychology. As director of eSmile, a specialized psychology clinic for neurodevelopment and new technologies, she focuses on integrating digital tools into clinical practice. She also leads the MAmI Research Lab, contributing to eHealth, serious games, and neurosciences research. Her education includes degrees in Psychology from UCLM, with advanced studies in Neuropsychology. Her research interests span affective computing, autism spectrum disorder diagnostics, cognitive load analysis using EEG, and proactive robotics in healthcare and education. She collaborates internationally on projects like the holistic care system using affective robots and the mPLiCA conversational model. Her recent work emphasizes interdisciplinary approaches combining neurotechnology with education and healthcare. Key contributions include predictive autism models, empathy assessment frameworks, and augmented feedback systems for classrooms. Her research bridges clinical needs with technological innovations, addressing aging populations, neurodevelopmental disorders, and educational equity through digital solutions. Her lab’s MAmIoTie project exemplifies this fusion, developing sensorized toys for mood disorder support. Current initiatives focus on context-aware assistive systems and gamification mechanics for behavioral change. Despite no listed awards, her extensive publication record reflects impactful contributions to multiple fields.

• Emotional Responses in Sport
• Physical Activity and Health
• Sports Education
• +۳ مورد دیگر

Joaquín Fernando Gómez Varela is a Professor and current Dean of the Faculty of Sport Sciences and Physical Education at the University of A Coruña. He holds a permanent academic position and has served in multiple leadership roles including President of the Academic Commission and Quality Commission of the Faculty. His research focuses on emotional responses in sports, physical activity promotion, and pandemic-era sports safety protocols, particularly through the FISICOVID-DXTGALEGO initiative. His teaching portfolio includes courses like 'Final Year Dissertation' in Sports Science and 'Physical Activity in the Natural Environment'. He has directed over 15 final theses and EOG works since 2013, focusing on innovative proposals for adventure sports, bouldering, and pandemic-era sports management. Research contributions span 30+ years with notable work on Parkinson’s disease rehabilitation, post-pandemic tourism recovery, and surf culture studies. He leads the 'Learning and Human Movement Control Group' and has coordinated projects funded by Spain’s Ministry of Science (2022-2025) investigating neuro-muscular and cognitive markers in aging populations. Key professional milestones include chairing 7 university commissions, authoring 25+ publications, and developing risk assessment tools adopted across Galician sports federations. His work bridges physical education theory with real-world applications in public health and environmental policy.

• Second Language Acquisition
• Phonology Instruction
• Literacy Skills
• +۳ مورد دیگر

Dr. Asmaa Shehata is an Assistant Professor of Arabic at the University of Mississippi, affiliated with the Department of Modern Languages in the College of Liberal Arts. She teaches in the Arabic Language Flagship Program and previously held positions at the University of Notre Dame and the University of Calgary. Her roles include curriculum development, OPI testing (certified by ACTFL), and academic journal reviewing. Dr. Shehata holds an M.A. in Linguistics from Ohio University (2008), a Ph.D. in Linguistics from the University of Utah (2013), and an M.A. in Religious Studies from the University of Ottawa (2021). Her interdisciplinary research focuses on second language phonology, literacy acquisition, and gender-religion intersections. Key areas include pronunciation instruction strategies, feedback mechanisms in language learning, and sociocultural impacts of religious beliefs on gender roles. Her work bridges pedagogical innovation with cognitive theories, emphasizing practical solutions for pronunciation challenges. Notable contributions include studies on Arabic consonant perception by English speakers and the role of variability in L2 word recognition. Awards include the University of Utah's Excellence in Linguistics Award (2012) and multiple teaching grants from the University of Calgary (2015–2016). Dr. Shehata teaches a range of Arabic courses from elementary to advanced levels, including specialized classes on Egyptian dialects and Arabic literature. She actively contributes to academic discourse through peer-reviewed publications and conference presentations, maintaining a research portfolio that spans linguistic, pedagogical, and sociocultural dimensions.

Kristen Wendellمشاهده پروفایل

دانشیار

• Learning Sciences
• Engineering Education
• Design Practices
• +۳ مورد دیگر

Kristen Wendell is an Associate Professor in Mechanical Engineering and Education at Tufts University, holding the Stacey and Robert Morse Fellowship. She is affiliated with the Center for Engineering Education and Outreach (CEEO) and coordinates the Learning Assistant Program. Her research focuses on inclusive engineering education, particularly in K-12 and undergraduate settings, emphasizing community-based curricula, classroom discourse, and responsive teaching strategies. Educationally, she holds a B.S.E. from Princeton University (2003), M.S. from MIT (2005), and Ph.D. from Tufts (2011). Her work addresses barriers to participation in engineering for marginalized groups through tools like engineering notebooking software and participatory curricula. Key research areas include productive disciplinary engagement, teacher education, and overcoming barriers in engineering learning. Notable awards include the 2016 U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). She has secured NSF grants for projects like Biomimicry as an authentic anchor curriculum and Engineering Portfolios for inclusive assessment. Teaching spans courses such as Engineering Design I, Electronics & Controls I, and graduate-level research seminars. Her Wendell Lab explores engineering pedagogy through interdisciplinary collaborations, aiming to create equitable learning environments.

Nina Morenoمشاهده پروفایل

استاد

• Instructed Second Language Acquisition
• Computer-Assisted Language Learning
• Heritage Language Pedagogy
• +۳ مورد دیگر

Nina Moreno is Professor of Spanish and Second Language Acquisition at the University of South Carolina, serving as Associate Department Chair and Undergraduate Director. Her research integrates psycholinguistics with technology-enhanced language teaching. Key areas include computer-delivered feedback efficacy, flipped-blended instructional models, heritage learner identity, and Spanish as a heritage language in new destination communities. Recent work explores linguistic ideologies through the SEC Spanish Consortium. Moreno developed innovative CALL tools including Anki-based learning decks and co-created the ADAM project's Lean Game Server. Awards include the Garnet Apple Teaching Innovation Award and Sigma Delta Pi teaching honors.

Mako Nozuمشاهده پروفایل

مدرس ارشد

• Japanese Language Education
• Task-based Language Teaching
• Japanese Calligraphy
• +۳ مورد دیگر

Mako Nozu serves as a Senior Lecturer in the Department of World Languages at the University of South Florida (USF), with a focus on Japanese language instruction. Since 2004, she has taught all levels of Japanese courses, including Japanese Calligraphy, and was recognized as a Master Instructor in 2019. She holds a teaching specialization in Task-based Language Teaching (TBLT), which she integrates into her curriculum to enhance practical language skills. Additionally, she leads a summer program in Japan, emphasizing cultural immersion, and has done so since 2014. Her academic and professional affiliations are centered at USF’s Tampa campus, where she is based in CPR 447. While no formal academic degrees or institutional education details are listed in the provided text, her expertise clearly lies in language education and cultural transmission. Mako Nozu’s research interests and contributions are reflected in her pedagogical approach and program leadership. She actively promotes cultural engagement through her advisory roles for the Japanese Culture Club and Japanese Language Club at USF. Her work underscores a dedication to both linguistic proficiency and cross-cultural understanding. In terms of advising, she mentors students in extracurricular cultural organizations but no formal grants or specific research grants are mentioned. Her involvement in the summer program suggests collaborative efforts with educational institutions or partners in Japan, though explicit details about teams or labs are absent.