جست‌وجوی استاد و پژوهشگر

Kellyn O. McGeeمشاهده پروفایل

دانشیار

• Legal Ethics
• Lawyer Regulation
• Mindfulness
• +۳ مورد دیگر

Professor Kellyn O. McGee is an Associate Professor of Law and Faculty Director of the Center for Equity and Justice at Widener Law Commonwealth, part of Widener University. She holds a JD from Howard University Law School and has served in roles such as Director of the Transition In Law Practice Program at the State Bar of Georgia and Associate Dean of Students at Savannah Law School. Her expertise spans legal ethics, professionalism, mindfulness in legal education, and the integration of pop culture into pedagogy. McGee is actively involved in professional organizations, including the American Bar Association’s Standing Committee on Professionalism and the Georgia Association of Black Women Attorneys. Beyond academia, she mediates disputes, practices yoga, and writes fiction/nonfiction on topics like lawyer regulation and cultural analysis. Her research emphasizes social justice and equitable legal practices. Education: BBA from Howard University School of Business and Public Administration, JD from Howard University School of Law. Professional History: Prior to Widener, she worked as Assistant General Counsel for the State Bar of Georgia, litigating disciplinary cases and advising on ethics. She also served on boards for Georgia Court Appointed Special Advocates and the Atlanta Bar Association’s CLE committee. Research Interests: Legal ethics, mindfulness in law schools, and the representation of legal professionals in media. Her work explores how pop culture tools enhance legal education and advocate for systemic equity in the legal profession. Awards and Recognition: While no specific awards are listed, her leadership roles and publications reflect recognition in legal ethics and education.

Michelle Conklin-Kuselمشاهده پروفایل

استاد مدعو

• Academic Literacies
• Civic Literacies
• Information Literacies
• +۱۱ مورد دیگر

Michelle Conklin-Kusel is an Adjunct Professor in the Department of English at George Mason University, specializing in Writing and Rhetoric. Her work focuses on academic, civic, and information literacies, examining the impact of misinformation in public discourse and applying Stasis Theory to writing pedagogy. Education: Master of Arts in English: Writing and Teaching Criticism Track, West Chester University of Pennsylvania Master of Arts in Teaching: Secondary English, Wayne State University Bachelor of Arts with Dual Major: English (Community Journalism) and Political Science, Western Michigan University Her research explores the intersection of rhetorical theory, information literacy, and political discourse, with a current emphasis on information pollution during the COVID-19 pandemic and academic labor issues. She has presented widely at the Rhetoric Society of America biennial conferences on topics ranging from the Bonus Army to social media misinformation. Scientific Awards: Summer Research Fellowship for Doctoral Research, 2025 At Mason, she teaches foundational courses including ENGH 101: Academic Writing and ENGH 302: Advanced Composition . Her approach integrates critical examination of logical fallacies and Kenneth Burke's theories of identification/division in political contexts.

Angie Carterمشاهده پروفایل

دانشیار

• Environmental Sociology
• Rural Sociology
• Food Systems
• +۶ مورد دیگر

Angie Carter is an Associate Professor in the Department of Social Sciences at Michigan Technological University. Her work spans environmental and rural sociology, with a focus on justice issues in agricultural systems and rural communities. Carter holds a PhD in Sociology and Sustainable Agriculture from Iowa State University, an MS in Rural Sociology from the same institution, an MFA in Creative Writing from the University of Arizona, and a BA in English and French from the University of Iowa. PhD, Sociology and Sustainable Agriculture, Iowa State University MS, Rural Sociology, Iowa State University MFA, Creative Writing, University of Arizona BA, English and French, University of Iowa Dr. Carter's research centers on environmental and rural sociology, with particular expertise in community-based and participatory research methods. Her work examines agrifood systems through the lens of environmental and energy justice, focusing on how power dynamics shape agricultural practices and rural community development. She has conducted extensive research on women landowners, gender dynamics in agriculture, and the intersection of food justice with rural studies. Her approach often integrates feminist perspectives to analyze how social structures influence conservation practices and agricultural decision-making. Analysis of Dr. Carter's publication record reveals a strong focus on gender, justice, and sustainability in agricultural contexts. Her work frequently examines women's roles in agriculture, environmental conservation, and food systems. There's a clear trajectory toward increasingly intersectional analyses that consider how gender interacts with other social categories to shape experiences in rural communities and agricultural systems. Her recent work also shows growing engagement with policy innovation and the application of data feminism frameworks to agricultural research. Dr. Carter has secured significant funding for her research, including grants from the North Central Region Sustainable Agriculture Research and Education program, the Michigan Health Endowment Fund, and the Portage Health Foundation. Her funded projects often focus on community food systems, farm-to-school initiatives, and supporting marginalized land stewards. She actively collaborates with community organizations like the Western UP Food Systems Collaborative and the Women, Food and Agriculture Network. Dr. Carter teaches courses including Introduction to Sociology, Food Systems & Sustainability, Environmental Justice, Ethnographic Methods, Communities and Research, and Social Thought and Contemporary Issues. Her teaching reflects her research interests, emphasizing critical perspectives on social structures and justice issues in food and environmental systems.

Judith Bernierمشاهده پروفایل

پژوهشگر ارشد

• Labor Studies
• Critical Race Theory
• Human Resource Development
• +۳ مورد دیگر

Judith Bernier is affiliated with Florida International University (FIU), serving as a Research Fellow at the Center for Labor Research and Studies within the Green School. Her work focuses on critical approaches to labor dynamics, Critical Race Theory (CRT) in Human Resource Development (HRD), and organizational diversity. She holds leadership roles in academic administration, contributing to institutional strategy and research initiatives. Her research interests span labor unions' historical trajectories, CRT applications in workplace equity, and culturally responsive career development. Notable work includes analyzing qualitative methodologies in HRD studies and exploring West Indian professionals' career narratives in South Florida. Publications consistently address intersections of race, power, and labor, emphasizing marginalized voices in organizational systems. Despite no explicit mention of awards, her contributions reflect sustained engagement with socially conscious scholarship. As part of her leadership role, she oversees initiatives at the Center for Labor Research and Studies, fostering interdisciplinary collaboration on labor policy and equity issues.

Sadia Zoubir-Shawمشاهده پروفایل

استاد

• Phonetics and Phonology
• Language Development
• Second Language Acquisition (SLA)
• +۶ مورد دیگر

Sadia Zoubir-Shaw is a Professor in the Department of Linguistics & French & Francophone Studies at the University of Kentucky. She holds multiple administrative roles including Director of the Foreign Language and International Economics (FLIE) Program (2018–present), Executive Director of the KFLC Conference (2014–2022), and Convener for French and Francophone Studies (2017–2021). She also administers the Karen and Garland Dever Endowed Fellowship. Her research focuses on phonetics, language acquisition, translation studies, intercultural communication, and language in performance. She has authored textbooks like Lire et Écrire: La composition par le texte (2017) and edited volumes such as Embodied Performance (2016). Her work bridges linguistic theory with practical applications in education and cultural studies. Dr. Zoubir-Shaw has held administrative roles including Chair of the Educational Policy Committee (2014–2015), Director of Undergraduate Studies (2011–2013), and Director of the French Language Program (1995–2003). She teaches courses in linguistics, second language acquisition, and French for international economics. Her academic training includes studies at Université de Provence (France), Lehigh University, University of Michigan, and Middlebury College. She has been affiliated with the TESOL program at Framingham State University and the Middlebury College Language Schools.

Dong-shin Shinمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Multimodal Literacies
• Digital Literacy
• +۳ مورد دیگر

Dr. Dong-shin Shin holds the academic rank of Associate Professor in the Literacy and Second Language Studies program. She completed her doctoral studies in Language, Literacy, and Culture at the University of Massachusetts Amherst. Her research adopts sociocultural perspectives to investigate English Language Learners' literacy development in digital and sociocultural contexts, with a focus on academic writing, disciplinary literacies, and multimodal composition. Her work examines how digital technologies and social practices shape language learning processes, particularly in multilingual and multicultural educational settings. Key areas of interest include: - Multimodal composing pedagogies - Anti-racist language education - Heritage language maintenance in immigrant families - Online teacher professional development Collaborative research includes a federal grant Enhancing Evidence-Based Practices for English Learners (EBPs4ELs) (2021–2026), where she serves as a collaborator. This $595,874 Department of Education award focuses on developing evidence-based interventions for English Learners. Her publications span journals such as Bilingual Research Journal , Computers and Composition , and Journal of Second Language Writing , reflecting her commitment to advancing understanding of 21st-century literacy practices in diverse educational contexts.

Connie Kendall Theadoمشاهده پروفایل

دانشیار

• Literacy Studies
• Composition and Rhetoric
• Second Language Acquisition
• +۳ مورد دیگر

Connie Kendall Theado is an Associate Professor in the Literacy and Second Language Studies program and serves as Director of Graduate Programs in the School of Education at the University of Cincinnati. Her work critically examines literacy politics, writing pedagogy, and developmental education within postsecondary contexts. Her educational foundation includes: Ph.D. in English (Composition & Rhetoric) from Miami University (2005) M.A. in English (Composition & Rhetoric) from Miami University (1998) B.A. in English Literature from University of Cincinnati (1984) B.S. in Secondary Education from University of Cincinnati (1984) Dr. Kendall Theado's research investigates high-stakes literacy testing, metaphorical frameworks in teacher cognition, and transnational educational partnerships. She analyzes how literacy policies intersect with identity formation, nation-building narratives, and sociocultural dynamics in US and Kurdish educational contexts, employing discourse analysis and ethnographic approaches to reveal power structures in pedagogical practices. Her 15 most recent publications (2015-2024) reveal evolving emphases from literacy politics toward transnational collaboration and teacher resilience. Key trends include: critical examination of shared curricula in writing programs, mindfulness applications for educator well-being, longitudinal analysis of college literacy journals, and culturally sustaining pedagogies in global partnerships. Her work consistently bridges theoretical frameworks with practical classroom applications across diverse educational settings. Her scholarly impact is recognized through: Back-to-back CECH Golden Apple Teaching Excellence Awards (2012, 2015) James L. Kinneavy Award for Best JAC Article (2014) Cynthia L. Peterson Award for Outstanding JCRL Article (2015) School of Education Distinguished Service Award (2017) Nomination for Piyush Swami Outstanding Doctoral Mentorship Award (2017) As Graduate Program Director, she mentors doctoral candidates while leading transnational initiatives like the US-Kurdish partnership at Salahaddin University. Her grant portfolio includes the 2011 "Going global" Faculty Development Grant for international research methods and the 2014 Educational Studies PhD Recruitment Grant. Current work focuses on collaborative self-study methodologies and culturally sustaining pedagogies through interdisciplinary faculty teams. She founded the Journal of College Literacy and Learning (2011-2014) and co-developed the "Culturally Sustaining Practices in Teacher Education" project with Raider-Roth and Watts-Taffe, creating sustainable frameworks for equity-focused pedagogy across institutional contexts.

• Intercultural History
• History of Knowledge
• Visual Culture in Early Modern Europe
• +۳ مورد دیگر

Marília dos Santos Lopes is a Researcher at the Research Centre for Communication and Culture (CECC) and the Research Centre on Peoples and Cultures (CEPCEP) at Universidade Católica Portuguesa's Faculty of Human Sciences . She holds a PhD in History from the University of Bamberg and has been a coordinator of the research project on History and Historiography in Germany and Portugal at the Interuniversity Research Centre for German Studies (CIEG). Her key roles include: Senior Fellow at Herzog August Bibliothek (2014-2017) Project Coordinator for "A História na Era da (Des)Informação" Contributor to edited books on Renaissance knowledge exchange Education: PhD in History, University of Bamberg Research Interests focus on intercultural issues , the history of knowledge , and visual culture in Early Modern Europe . She explores topics like: Circulation of knowledge between Portugal and Germany Material culture and colonial artifacts Travel literature and narrative dynamics Her recent articles emphasize maritime exploration, transcultural encounters, and the role of artifacts in shaping European perceptions. Scientific awards include a Senior Fellowship at Herzog August Bibliothek. She collaborates with international institutions and contributes to projects like "Congo" and "The Inner Sea: Maritime Literary Culture" .

Rahul Kumarمشاهده پروفایل

استادیار

• Artificial Intelligence in Education
• Academic Integrity
• Higher Education Trends
• +۴ مورد دیگر

Dr. Rahul Kumar is an Assistant Professor in the Department of Educational Studies at Brock University , located in St. Catharines, Ontario. His work focuses on the transformative impact of generative AI (GenAI) on education, particularly addressing challenges to academic integrity in higher education and K-12 settings. He also examines the evolving roles of faculty members within universities. Dr. Kumar’s research integrates themes such as international education, trends in higher education governance, and ethical decision-making in academic administration. He holds professional affiliations with organizations including the Canadian Association for the Study of Educational Administration (CASEA), the International Center for Academic Integrity (ICAI), and the International Artificial Intelligence in Education Society (IAIED). Research Interests: GenAI’s disruption of traditional educational practices Ethical implications of AI in grading and assessment Academic freedom and institutional governance Policy analysis for international education programs Invitational education principles in digital spaces His recent work emphasizes the 'postplagiarism' era, exploring how educators and institutions adapt to AI-generated content. He has published widely on AI ethics, academic integrity frameworks, and the future of higher education.

Michelle McGinnمشاهده پروفایل

استاد

• Research Ethics
• Research Collaboration
• Researcher Development
• +۵ مورد دیگر

Dr. Michelle McGinn serves as Acting Vice-President, Research and Professor in the Department of Educational Studies at Brock University's Faculty of Education. She holds a PhD in Education from Simon Fraser University and a Research Administration certificate from Mohawk College. Her work focuses on research ethics, collaboration, mentorship, and graduate student development. She co-leads the nationally funded 'Academic Researchers in Challenging Times' project, examining social science scholars and administrators. Recent research explores pandemic impacts on early-career researchers, remote doctoral supervision, and generous scholarship models. Educations: PhD in Education, Simon Fraser University Research Administration Certificate, Mohawk College Research Interests: She investigates research collaboration dynamics, researcher development programs, ethical academic practices, and the evolving challenges faced by scholars. Her work emphasizes mentorship frameworks, scholarly writing communities, and institutional support mechanisms. Key Projects: Leads the 'Academic Researchers in Challenging Times' initiative analyzing career trajectories and institutional pressures. Co-edited the forthcoming volume The Social Production of Research: Perspectives on Funding and Gender . Professional Roles: Interim Editor-in-Chief of the Canadian Journal of Higher Education. Active in organizations like the Canadian Association of Research Administrators and International Doctoral Education Research Network.

Janelle Adsitمشاهده پروفایل

دانشیار

• Creative Writing
• Environmental Writing
• Literary Publishing
• +۳ مورد دیگر

Janelle Adsit is an Associate Professor in the English Department at Cal Poly Humboldt. She holds a Ph.D. from SUNY Albany and specializes in Creative Writing, Environmental Writing, Literary Publishing, and the histories of writing instruction. As Faculty Advisor for the Toyon Literary Magazine, she actively engages student publications. Her research explores intersections between creative writing pedagogy, labor conditions in higher education, and digital humanities. Notable publications include Unremitting Entrance (2015) and co-authored works like Writing Intersectional Identities: Keywords for Creative Writers , emphasizing inclusive curriculum design. Her recent scholarship (2017-2018) focuses on threshold concepts in creative writing education, curriculum innovation, and equity in literary studies. She critiques exclusionary tendencies in writing programs and advocates for pedagogical frameworks addressing institutional precarity. Adsit teaches courses such as English 311 (Environmental Writing), 315 (Creative Writing: Fiction), and oversees the Toyon Literary Magazine (English 460). Her work bridges traditional literary forms with contemporary digital practices, reflecting her commitment to evolving educational paradigms.

Richard E. Millerمشاهده پروفایل

استاد

• Writing
• Higher Education Reform
• Literacy Studies
• +۳ مورد دیگر

Richard E. Miller is a Professor of English at Rutgers University since 1993. His office is located at 43 (Historic) Mine Street, Room #1, College Ave Campus, with Zoom-based office hours by appointment. He specializes in writing pedagogy, higher education reform, and cultural studies. His research explores the intersection of technology, literacy, and institutional practices, emphasizing creative approaches to writing instruction and systemic educational reform. Miller has authored influential books including *As if Learning Mattered: Reforming Higher Education* (1998) and *Writing at the End of the World* (2005), which critically examine educational structures and societal challenges. His co-authored *Habits of the Creative Mind* series (2015, 2020, 2024) redefines composition pedagogy through frameworks encouraging curiosity and resilience. He also addresses privacy erosion in the digital age in *On the End of Privacy* (2019). His scholarship spans apocalyptic cultural narratives, queer writing assessment, and the role of humanities in crises. While no specific grants or awards are listed, his work demonstrates sustained engagement with educational equity and critical thinking. Miller has contributed to debates on writing program administration, digital literacy, and the future of privacy. His research maintains a balance between theoretical rigor and practical pedagogical innovation, influencing both academic discourse and classroom practices.

Danita Bergمشاهده پروفایل

استادیار

• Creative Writing Studies
• Composition Theory
• Pedagogy
• +۳ مورد دیگر

Danita Berg is an Assistant Professor of Communication and Humanities at Florida Institute of Technology's College of Psychology and Liberal Arts, where she also serves as Online Department Chair of Liberal Studies. Her work focuses on creative writing pedagogy, composition studies, and writing program administration. Her research examines connections between creative writing and composition studies, innovative teaching methodologies, and creative nonfiction. She has published creative works in literary journals and edited collections on writing instruction.

• Rhetoric and Composition
• First-Year Writing
• Professional Writing
• +۷ مورد دیگر

Tiffany N. Mitchell is a Senior Lecturer in the Department of English at the University of Tennessee at Chattanooga (UTC), where she has taught for over a decade. Specializing in First-Year Writing and Professional Writing, she integrates social justice principles into her pedagogy, fostering critical thinking and civic engagement among students. Her dedication to intersectional feminism and digital composition has established her as a respected educator in rhetoric and composition. Education MA in English, University of Tennessee, 2006 Research Interests Mitchell's research centers on rhetoric and composition, with expertise in multimodal and digital writing pedagogy. She explores how digital tools can amplify social justice messages and extend educational impact beyond physical classrooms. Her work examines feminist rhetorics, racial justice in writing instruction, and emerging applications of AI in composition studies, driven by a commitment to creating inclusive learning environments that empower students to challenge systemic inequities. Publication Trends Her scholarly trajectory since 2015 demonstrates consistent evolution from foundational multimodal composition research toward contemporary applications in crisis-responsive pedagogy and AI integration. Early publications established frameworks for multimodal assessment and infographic design, while recent work addresses pandemic-era online writing instruction and generative AI's role in composition. This progression highlights her adaptability in writing pedagogy and sustained focus on leveraging technology for social justice advocacy within educational contexts. Scientific Awards No scientific awards, fellowships, or major honors were documented in the available materials. Advising and Grants Mitchell mentors undergraduate students through First-Year Writing courses and special topics seminars like 'Rhetoric of the Black Power Movement,' emphasizing critical communication skills for academic and professional success. While no external research grants are explicitly listed, her sustained scholarly output—including book chapters, peer-reviewed articles, and conference presentations—demonstrates significant academic productivity. Her leadership as Composition Program PD Facilitator and committee chair roles further underscores her commitment to pedagogical innovation and faculty development. Labs and Teams As Department Technology Coordinator, Mitchell leads digital integration initiatives for the English curriculum while serving on the Composition Assessment Committee and Africana Studies Advisory Board. She collaborates with UTC Elder Scholars on social justice programming and contributes to campus-wide efforts through the Read to Achieve Steering Committee and Total Organizational Health Task Force, demonstrating her cross-disciplinary approach to educational leadership and community engagement.

• Forensic Science
• Forensic Anthropology
• Forensic Archaeology
• +۳ مورد دیگر

Michael J. Hochrein is an Adjunct Professor in the Department of Justice, Law, and Security at La Roche University. He is also a consultant and instructor at HD Forensics, LLC, and a Guest Instructor for the Pennsylvania State Police Camp Cadet Program since 2003. He has extensive experience as a Special Agent with the FBI (1988–2017), including roles in the Evidence Response Team, international training, and deployments to over 14 countries. His professional memberships include the American Academy of Forensic Sciences and the International Association of Identification. Education: B.A. in Anthropology (University of Pittsburgh, 1982), Graduate Research Assistant (1983–1985), Teaching Fellow (1985–1986), and Teaching Assistant in Administration of Justice (1986–1988). He has completed numerous forensic science courses since 1988. Research interests focus on forensic anthropology, archaeology, and crime scene investigation. His work integrates field and laboratory methods for human remains recovery. His publications span forensic identification techniques, taphonomy, and multidisciplinary approaches to forensic science. He teaches courses such as Crime Scene Investigation & Forensics (CRIM3040) and Criminalistics (CRIM3041). Professional contributions include FBI Evidence Response Team methodologies, international forensic training, and collaborations with institutions like Mercyhurst University. His career emphasizes practical applications of forensic science in criminal justice contexts.