Fatemeh Amir Rad is affiliated with the School of Medicine, Dentistry and Biomedical Sciences. Her research focuses on postgraduate dental training methodologies, particularly the balance between support and autonomy in supervisory practices. She employs qualitative approaches such as reflexive thematic analysis and focus groups to explore learning environments and educational strategies. Research Trends: Her work bridges clinical supervision and educational theory, emphasizing the psychological and institutional factors influencing trainee development. The 2024 study highlights methods to optimize mentorship frameworks in healthcare training. Awards & Grants: No specific awards or grants mentioned in the provided text. Education & Labs: Academic qualifications and lab affiliations are not detailed here. The single published article reflects a focus on qualitative studies in medical education contexts.
Jennifer Kendziorra is a Researcher at the Chair of Business Administration, especially Information Management (B*IMA), at the Faculty of Business Administration and Economics, FernUniversität in Hagen. She has been actively contributing to research in digitalization, particularly in digital health, gender in IT, and technology acceptance since April 2021. Education: Master of Science in Economics and Business Administration (Global Marketing and Consumer Culture), University of Southern Denmark, Odense (2016–2018), including an exchange semester at the University of Wisconsin-Whitewater, USA (2017–2017) Bachelor of Arts in International Business and Management (Deutsch-Spanisch), Hochschule Bochum (2012–2016), including a full academic year at Universidad Jaume I, Castellón de la Plana, Spain (2014–2015) Her research focuses on digital transformation in healthcare, with particular emphasis on digital therapeutics, wearable technology for aging populations, and the integration of technology into clinical practice. She also investigates gender disparities in IT, including mentoring, career transitions, and inclusion initiatives. Her work combines qualitative and quantitative methods, often in cross-national or organizational case settings. She has contributed to numerous peer-reviewed publications in top information systems venues. The recent publications reflect a strong trend toward digital health innovation, public sector digitalization, and gender equity in technology. Her work frequently addresses societal challenges such as aging populations, gender gaps in STEM, and national responses to digital crises like the pandemic. Collaborative research with Prof. Till Winkler and other colleagues is central to her output. Jennifer Kendziorra has not received any explicitly mentioned scientific awards in the provided text. She supervises seminar and final theses at the Chair but no specific advisees are listed. Prior to her academic career, she gained professional experience in FMCG, retail, and strategy consulting at LIDL, EDEKA, and ARDEX GmbH. She has not secured any named research grants in the text provided. She is part of the research team led by Prof. Till Winkler at FernUniversität in Hagen, focusing on information systems, digital leadership, and digital health. The team actively publishes in international conferences and journals such as ECIS, WI, AMCIS, PACIS, and BISE.
David Pérez Blázquez is an Assistant Professor at the University of Alicante , specializing in Legal and Institutional Translation. He holds a PhD in Translation Studies from the University of Valladolid, complemented by a Master's in Institutional Translation and a Bachelor's in Translation and Interpreting (German specialization) from the University of Alicante. Current Position: Assistant Professor, Department of Translation and Interpreting Professional Experience: 15 years as a sworn translator; literary collaborations with Cátedra Publishing House. His research focuses on Hispanic-American missionary translation and the historical evolution of translation practices , with particular emphasis on monastic contributions and the reception of Hispanic literature in Germany. He directs the HISTRAD research group and collaborates with Rey Juan Carlos University's MHISTRAD group, producing works on missionary ethnography and intercultural communication. He has taught courses such as 'Advanced Legal-Administrative Translation' and 'Sworn Translation' across multiple academic cycles, emphasizing professional translation competencies. His teaching spans 10 years, with a focus on German-Spanish legal and administrative texts. Key contributions include 4 book chapters (2019–2022), 4 competitive research projects (2018–2024), and conference presentations on missionary translation historiography and gender-aware legal translation pedagogy. He has directed 5 undergraduate/master's theses in the past five years.
Dr. A.A. (Aline) Douma is a Lecturer and Programme Coordinator at the Faculty of Arts of the University of Groningen, specializing in Medieval Studies with a focus on late medieval English politics, literature, and manuscript culture. She serves as Editor of Madoc: Tijdschrift over de Middeleeuwen and contributes to academic governance through roles on the Faculty Board of the English Historical Language and Literature department. Her research integrates palaeography, codicology, and political history, particularly examining manuscripts from the Wars of the Roses era and their implications for understanding Lancastrian kingship and fifteenth-century intellectual networks. Education : Holds a PhD from the University of Groningen (2023), with a dissertation on George Ashby’s political writings. Her academic training includes expertise in Middle English literature and medieval manuscript studies. Her research interests revolve around manuscript studies , Wars of the Roses political culture , and medieval kingship ideologies . Recent work analyzes the British Library’s Royal MS 17 D.XV as a Wars of the Roses-era compilation and explores the political thought of figures like George Ashby, positioning him as a precursor to Machiavelli. She connects textual analysis with historical context, revealing how manuscripts served as vehicles for political discourse and memory. Professional engagements include academic presentations at conferences like the Early Book Society Conference (2019) and collaborations with institutions like the British Library. She also contributes to educational initiatives through textbook co-authorship, focusing on communication skills for professionals. Dr. Douma’s work bridges literary and historical analysis, emphasizing how medieval texts reflect power dynamics, governance strategies, and cultural memory. Her editorship of Madoc further establishes her role in fostering scholarly discourse on medieval studies.
Kathryn D. R. Drager is an Associate Dean for Research and Graduate Education and Professor of Communication Sciences and Disorders at the Pennsylvania State University. She holds affiliations with the College of Health and Human Development, the Department of Communication Sciences and Disorders, and the Social Science Research Institute. Drager earned her Ph.D. from the University of Minnesota in 1999. Her research focuses on augmentative and alternative communication (AAC) for individuals with severe disabilities, particularly children and adults at early communication stages. Key areas include AAC technology design, global accessibility, and interventions in low- and middle-income countries. She explores visual scene displays, mobile technologies, and just-in-time programming to enhance communication access. Her work emphasizes reducing communication barriers and improving quality of life for individuals with autism, Down syndrome, and other disabilities. Drager collaborates internationally, notably in Sri Lanka and Hungary, addressing systemic challenges in AAC implementation. Her academic leadership includes overseeing graduate education and research administration within the College of Health and Human Development. She advocates for inclusive practices and evidence-based interventions in global health contexts. Her publications span AAC technologies, clinical practices, and cross-cultural applications. Notable contributions include systematic reviews of AAC interventions for adolescents with autism and studies on telehealth applications in LMICs. She emphasizes the importance of family-centered care, teacher training, and interdisciplinary collaboration in advancing AAC services.
Ank Ringoot is an Assistant Professor at the Department of Pedagogical and Educational Sciences, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam. Her work bridges developmental psychology and educational sciences, focusing on child and adolescent development within family and social contexts. Research Interests: Dr. Ringoot's research centers on psychological development in youth, with particular emphasis on self-regulation , self-efficacy , peer relationships , and mental health issues such as suicidality and nonsuicidal self-injury . She investigates how parenting, personality, and social environments shape developmental trajectories. The recent publication trends show a strong focus on longitudinal and population-based studies, integrating psychological theory with empirical data analysis. Her work frequently explores mediating and moderating factors in development, such as the role of self-regulation in linking early parenting to later health outcomes. Scientific Contributions: Active contributor to high-impact journals in psychology and education. Regular collaborator with leading researchers in developmental psychology and neuroscience. Presented findings at academic conferences, including topics on differential susceptibility and brain-behavior relationships. Advising and Grants: While specific students or grant funding are not mentioned in the provided text, her involvement in large-scale studies and doctoral theses suggests active participation in research teams and potential mentorship roles. She is likely involved in securing and managing research funding through collaborative projects. Labs and Teams: Dr. Ringoot is part of a robust research network at Erasmus University, collaborating with experts in child development, neuroimaging, and family studies. Her work is embedded in interdisciplinary teams focusing on early life influences on long-term psychological and physical health.
Andrew Gardner is a Senior Lecturer in the Department of Public Health at the University of Adelaide. His work focuses on mental health nursing practices, clinical supervision frameworks, and boundary maintenance in healthcare settings. He holds an academic appointment at the university's Rundle Mall Plaza location on North Terrace. Research interests include constructivist grounded theory applications to mental health nursing, therapeutic relationship dynamics in rehabilitation, and risk management strategies in clinical supervision. His publications explore topics like patient safety protocols, professional ethics, and evidence-based practice development. Notable studies investigate boundary violations in mental health practice, superficial supervision risks, and therapeutic leverage techniques. While no awards are explicitly listed in available texts, his work contributes to advancing nursing methodologies and patient care standards. No formal grants or advising relationships are documented in the provided materials.
Randolph Quaye is the Marian Y. Rudd Professor and Co-Chair of the Department of Africana, Gender, & Identity Studies at Ohio Wesleyan University, located in Delaware, Ohio. He is a core faculty member in the College of Arts and Sciences, contributing significantly to interdisciplinary scholarship at the intersection of sociology, health, and identity. His research focuses on the sociology of health and illness , African development , and the social conditions in the African American community . Quaye has led study abroad programs to Kenya and Zimbabwe, reflecting his commitment to global engagement. His scholarly work includes three books and over 20 peer-reviewed articles, with recent publications examining health care underdevelopment in Africa, health care practices among African Americans, and health reforms in Sweden. Quaye serves as a reviewer for prominent journals such as the Journal of Health Policy , American Journal of Managed Care , Multicultural Journal of Health and Nursing , and International Journal of Health Care Quality Assurance , demonstrating his active role in advancing health policy discourse. His publications reveal a consistent focus on health equity, structural inequality, and comparative health systems across the Global North and South. Scientific Awards and Honors: No awards explicitly mentioned in the text. Advising and Grants: While specific advisees and grant funding are not listed, Quaye’s leadership in developing international programs and publishing extensively suggests active mentorship and research support. His role as Co-Chair and professor indicates involvement in academic advising, curriculum development, and institutional leadership. Labs and Research Teams: There is no mention of specific labs or formal research teams. However, his interdisciplinary work likely involves collaboration across departments such as Health & Human Kinetics, Sociology, and Global Studies at OWU.
Anne Zinski is an Associate Professor in the Department of Medical Education at the University of Alabama at Birmingham (UAB) School of Medicine, where she also serves as Director of Educational Research, Evaluation, and Assessment. She holds additional appointments as an Associate Scientist at the UAB Center for AIDS Research and the Minority Health & Research Center, reflecting her interdisciplinary contributions to public health and medical education. Her research centers on enhancing educational practices in medical training, with a focus on the validity and reliability of clinical grading, real-time feedback mechanisms, and the prevention of learner mistreatment. She investigates how teaching methods, such as gamification and technology integration, affect student engagement and performance, particularly in foundational courses like microbiology. Dr. Zinski’s scholarly work spans both medical education and HIV-related public health. Her recent publications analyze perceptions of mistreatment between students and preceptors, the impact of behavioral interventions on HIV care retention, and the role of psychosocial factors in patient outcomes. These studies often employ mixed methods, including surveys, focus groups, and longitudinal data analysis, and are published in journals such as Academic Medicine , Medical Science Educator , and AIDS and Behavior . She has contributed to major research initiatives, including the iENGAGE trial, which evaluates behavioral interventions for newly diagnosed HIV patients. Her work highlights disparities in HIV care related to race, gender, and socioeconomic status, and emphasizes the need for structural improvements in clinical evaluation and patient support systems. Dr. Zinski earned her PhD in Public Health Education and Promotion from UAB and began her career in the Division of Infectious Diseases, focusing on patient self-care behaviors. She transitioned to medical education in 2015, where she has since led program evaluation and research efforts to improve learner assessment and competency communication. She actively collaborates with researchers across disciplines and has published on topics ranging from hepatitis C care linkage to psychiatric comorbidities in HIV patients. Her leadership in educational research continues to shape evidence-based practices in medical training and patient-centered care.
Cerstin Mahlow is a Professor of Digital Linguistics and Writing Research at the ZHAW School of Applied Linguistics , where she leads initiatives like the CAS Texten: effektiv schreiben und Generative KI effizient nutzen . Her work bridges linguistic theory with computational methods, focusing on writing process analysis, NLP-based authoring tools, and socio-cultural impacts of digital transformation in education. PhD in Computational Linguistics (University of Zurich, 2011) M.A. in Computational Linguistics, Spanish Linguistics, and Political Science (Erlangen-Nürnberg, 2008) Continuing Education in E-Learning (ETH Zurich/University of Zurich, 2003) Her research explores linguistic modeling of writing processes using digital tools, with a focus on sentence-centric analysis and AI-driven writing support. She investigates how large language models (LLMs) and generative AI reshape academic writing practices, authoring workflows, and literacy requirements. Recent publications highlight trends in writing analytics , including sentence history modeling (2025), feedback revision strategies (2023), and cognitive writing aids (2022). She co-leads projects like Computational Competencies for Non-Tech Students and Potentials of Advanced Text Technologies , emphasizing machine learning applications. Prof. Mahlow serves on the steering committees of the ACM Symposium on Document Engineering and coordinates the SIG Writing special interest group under EARLI. She actively contributes to networks like Girls Can Code Switzerland and the Association for Computational Linguistics .
Dr. Malgorzata Anna Ulasik is a researcher at Zurich University of Applied Sciences (ZHAW) specializing in sentence production analysis, digital literacy, and computational writing process research. Her work bridges linguistic theory with technological implementations through projects like THETool (Text History Extraction Tool) and SPPC (Swiss Process-Product Corpus). Key affiliations: Zurich University of Applied Sciences, University of Antwerp collaborations, SwissText conferences Research focus: sentence-centric writing models, keystroke logging analysis, automated feedback systems for academic writing Her methodological innovations include: Transforming sequences for tracking text evolution Sentence history reconstruction from intermediate drafts Integrated analysis of writing processes and final products Corpus development for speech recognition (CEASR, SDS-200) Technical contributions include: THETool implementation for writing process analysis Annotation frameworks using INCEpTION Semi-automated feedback systems for thesis writing Swiss German dialect translation models
Meg C.W. Lagunas, Ph.D., M.Ed., RN, CCRN, CHSE, is an Associate Professor in the Department of Nursing within the College of Nursing at the University of Wisconsin-Eau Claire. She also serves as the Director of the Clinical Learning Center, overseeing simulation-based clinical education and training. Educational Background: Ph.D., University of Washington, Seattle, WA M.Ed., University of Washington, Seattle, WA (focus in Measurement and Statistics) BSN, University of Wisconsin, Eau Claire, WI (Marshfield Site) Her research and teaching focus on Critical Care Nursing , Nursing Simulation , and Interprofessional Education , contributing to innovative clinical learning methodologies. These areas emphasize experiential learning, team-based healthcare training, and assessment in nursing education. Although no publications are listed in the provided text, her work likely centers on simulation effectiveness, clinical competency assessment, and interprofessional collaboration in healthcare education. Professional Certifications: CCRN (Critical Care Registered Nurse) CHSE (Certified Healthcare Simulation Educator) Dr. Lagunas advises nursing students and leads curriculum development in clinical simulation. She does not appear to have external grant information listed. She is actively involved in advancing clinical education through simulation and evidence-based teaching practices. She contributes to the academic mission through leadership in the Clinical Learning Center, where she integrates technology and pedagogy to enhance student learning outcomes in a safe, controlled environment.
Stephen Adams is a Professor in the Department of Advanced Studies in Education & Counseling at the College of Education, California State University, Long Beach (CSULB). He also serves as the Coordinator for the Educational Technology & Media Leadership program. His work bridges educational theory and technological innovation, with a strong commitment to equity and social justice in teaching and learning. Research Interests: His primary research areas include educational technology integration in STEM education, teacher professional development, digital citizenship, global educational collaborations, and the societal and environmental implications of digital technologies. He emphasizes critical thinking, systems thinking, and ethical engagement with technology in educational contexts. The recent publications highlight a consistent focus on technology integration in teacher education, particularly through TPACK (Technological Pedagogical Content Knowledge), service learning, global partnerships, and intercultural collaboration. His work spans across North and South America and Europe, reflecting a strong international orientation. Themes of equity, environmental awareness, and critical digital literacy recur throughout his scholarly output. Scientific Awards: CSULB College of Education Outstanding Faculty Teaching Award (2019) Outstanding Paper Award, Society for Information Technology and Teacher Education (SITE, 2004) Advising and Grants: While specific students and grant funding are not listed in the text, Dr. Adams has led and evaluated numerous technology training programs and graduate courses, often involving field experiences and international collaborations. His leadership in curriculum development and program evaluation suggests active engagement in securing and managing educational initiatives. He has also partnered with CSULB’s Innovation Space on a VR project examining technology and social change, indicating current grant or institutional support. Labs, Teams, and Projects: Dr. Adams collaborates with CSULB’s Innovation Space on a virtual reality (VR) project focused on technology's impact on social change. He has led short-term study abroad programs in Costa Rica and facilitated intercultural learning among graduate students across continents. His work involves interdisciplinary teams in educational technology, STEM, and global education initiatives.
Assoc. Prof. Mehmet Galip Zorba is a faculty member at the Department of English Language and Literature , Akdeniz University, Faculty of Letters . He holds a Ph.D. in Education Sciences from Gazi University (2019) and has taught courses ranging from Mythology to Digital Humanities at undergraduate and postgraduate levels. Education : Ph.D. in Education Sciences (Gazi University, 2019), MA in English Teaching (Akdeniz University, 2012), BA in English Language and Literature (Ankara University, 2009) Languages : English (C1), German (B1) His research focuses on intercultural communication , children's literature , sustainable development goals in education , and digital humanities . He has published extensively in journals like Novitas-ROYAL and FOLKLOR/EDEBIYAT , often analyzing how literary texts like Harry Potter and The Little Prince can enhance SDG awareness among EFL learners. Recent publications demonstrate his interest in teacher education , writer's block in academic English , and cultural representation in coursebooks . He has served as Deputy Head of Department (2021-2023) and on various academic committees. His EU-supported STEM education project (2023-2025) with interactive digital library for children reflects his commitment to interdisciplinary education.
Katarzyna Tymoszuk is an Adjunct Professor at the Department of German Studies, Faculty of Languages, Literatures and Cultures, University of Maria Curie-Skłodowska, Lublin, Poland. She holds an ORCID: 0000-0001-7801-200X. PhD in Linguistics (2011) from University of Maria Curie-Skłodowska M.A. in German Philology (2002) from University of Maria Curie-Skłodowska Postgraduate Conference Interpreter Training (2003) from Jagiellonian University Her research focuses on Simultaneous Interpreting , Media Translation , and Translation Didactics , with particular emphasis on translator training , quality assessment , and visual translation in graphic novels. Recent projects explore remote teaching and discussion forums for skill development. Publications from 2007-2022 demonstrate interdisciplinary engagement: Linguistic analysis of interpreter roles Text compression/expansion techniques Cultural adaptation in comic translations Methodological frameworks for teaching Quality metrics in professional contexts She actively participates in translation research conferences and maintains membership in: Polish Applied Linguistics Society Kraków Linguistic Communication Society Organized annual German language competitions 2017-2020 with themes like 'Toleranz' and 'Zusammen', indicating community engagement and pedagogical innovation.
