Sneharika Roy is Associate Professor and Writing Program Administrator in Comparative Literature and English at the American University of Paris. Her research focuses on postcolonial reinterpretations of epic traditions, examining texts like Shashi Tharoor's 'The Great Indian Novel' and Derek Walcott's 'Omeros' through frameworks of cultural hybridity and queer theory. She explores how contemporary authors reshape classical forms to address postcolonial concerns. Roy's interdisciplinary approach connects literary studies with performance theory, analyzing how epic narratives negotiate historical memory and national identity formations across diverse cultural contexts from the Caribbean to South Asia.
Agoritsa Gogoulou is a Teaching Professor at the Department of Informatics & Telecommunications (DIT) of the National and Kapodistrian University of Athens (NKUA), specializing in the subject of Didactics of Informatics and ICT in Education. She serves as the scientific advisor and academic supervisor for the undergraduate Pedagogical and Teaching Competence Program offered by DIT. With extensive experience in secondary and tertiary education, she focuses on innovative teaching methodologies, particularly in e-learning, adaptive learning environments, and collaborative learning frameworks. Her academic roles include teaching courses such as 'ICT in Learning & Didactics of Informatics,' 'Design & Implementation of Digital Educational Applications,' and 'Design and Use of E-Learning Environments.' She has contributed to adult education programs, curriculum design, and the development of educational materials for diverse audiences. Her research emphasizes computational thinking, educational assessment, and the integration of technology in learning processes. A prolific scholar, Dr. Gogoulou has over 50 publications in international journals and conferences, focusing on adaptive learning systems, peer assessment mechanisms, and technology-enhanced learning environments. Her work bridges pedagogical theory with practical educational technology solutions, aiming to improve student engagement and conceptual understanding in computer science and informatics education.
Joel Rosenberg is an Associate Professor of Biblical Literature and the Lee S. McCollester Professor of Biblical Literature at Tufts University's School of Arts and Sciences, Department of International Literary and Cultural Studies. He also serves as Director of Judaic Studies. Rosenberg holds a PhD in the History of Consciousness from UC Santa Cruz (1978), and BA degrees in Hebrew Literature (Hebrew Union College, 1968) and English (UC Berkeley, 1965). His research bridges Judaic Studies, Film and Media Studies, and World Literature, with a focus on intersections between biblical texts and cinematic representation. Notable works analyze Jewish themes in early cinema (e.g., Méliès' L’Affaire Dreyfus), cultural identity in film (e.g., The Jazz Singer), and biblical interpretation through interdisciplinary lenses. He has authored multiple edited prayer books and contributed to scholarly volumes on Jewish cultural history. Recent publications (2023–2011) explore topics like biblical narratives in film, Holocaust representation, and Jewish folklore's cinematic adaptations. Rosenberg teaches courses on Jewish cinema, biblical exegesis, and world literature. Administratively, he directs programs in Judaic Studies and oversees Film and Media Studies initiatives. His academic service includes editorial roles and curriculum development in intercultural humanities.
Thierry Favier is a Full Professor at Université de Poitiers since 2010, specializing in musicology with a focus on Baroque music, historical scholarship, and cultural exchanges. He has held visiting positions at institutions such as the University of Zurich (Musikwissenschaftliches Institut), the University of Oxford (Faculty of Music), and the Conservatoire National Supérieur de Musique de Paris. His research spans topics like musical amateurs' collections, ethical dimensions of sacred Baroque music, and historiography of Baroque music. Current Role: Full Professor, Université de Poitiers (2010-present) Administrative Roles: Head of the Music Department (2014-2017), Chair of Scientific Expertise Commission (2014-present) Research Interests Thierry Favier's work centers on the intersection of music and discourse in 17th-18th century Europe, French music of the Baroque period, and the preservation of musical heritage. He has explored ethical and aesthetic debates surrounding sacred Baroque music and the dynamics of concert life in 18th century France. Grants and Awards Bonus for Scientific Excellence (2013-2017) Research Grant: 'The score: from writing to sound' (2015-2021) Research Grant: 'French Music for the Church in the Modern Age' (2008-2014) Research Leave Grants (2003-2004, 2017-2018) Fellowship for Mobility (2015) Academic Leadership He has directed major research programs including 'Burgundian Musical Heritage' (2004-2008) and 'French Church Music in the Modern Age' (2008-2014), and served as President of the Internal Music Aggregation Examination Committee (2011-2013).
William McKeen is a Professor in the Department of Journalism at Boston University's College of Communication. His work bridges literary journalism, cultural history, and music studies. He has authored eight books, including biographies of Hunter S. Thompson and explorations of music/crime intersections in Los Angeles. McKeen's career spans journalism, teaching, and public media appearances on programs like The Today Show and Here and Now . Education: PhD in Higher Education Administration, University of Oklahoma MA in Journalism, Indiana University BA in History, Indiana University Research interests include the history of journalism, feature writing techniques, and the cultural significance of rock and roll. His writing has appeared in Fortune , Maxim , and American History , showcasing his ability to blend rigorous reporting with narrative storytelling. McKeen advises students in investigative journalism projects, including award-winning work on immigration realities in Tijuana and harness racing corruption. His publications reflect a commitment to interdisciplinary storytelling, merging historical analysis with contemporary cultural critique. While no personal awards are listed, his students have received statewide recognition for investigative reporting.
Heather Barrett is a Senior Lecturer in the College of Arts & Sciences (CAS) Writing Program at Boston University. She has been affiliated with the program since 2010 and previously served as the CAS Writing Center Coordinator (2017–2022) and the program’s first Associate Director for the Writing Center (2022–2024). Her teaching and research focus on 19th-century American literature, Gothic fiction, queer theory, and gender/sexuality studies. She has published in ESQ: A Journal of the American Renaissance and WLN: A Journal of Writing Center Scholarship . Dr. Barrett earned a B.A. in English from Wellesley College (2008), followed by an M.A. (2009) and Ph.D. (2017) in English & American Literature from Boston University. She teaches courses such as WR 120: Literary Gender & Sexuality and WR 151: Gothic Gender & Sexuality, emphasizing interdisciplinary approaches to writing and critical theory. Awards: 2021 College of Arts & Sciences Award for Distinction in First Year Undergraduate Education 2021 Student Employment Office Mentor of the Year Her academic service includes leadership roles in writing center administration and mentorship. Office hours for Fall 2024 are held in person on Mondays and Wednesdays, and via Zoom on Tuesdays.
Kate Drowne is a Professor of English at the Department of English and Technical Communication, Missouri University of Science and Technology (Missouri S&T), where she has been since 2000. She currently serves as Assistant Provost for Faculty Affairs, overseeing initiatives like the NSF-funded ADVANCE grant to promote STEM equity and co-leading the COACHE faculty workplace satisfaction survey. Education: Ph.D. in English, University of North Carolina at Chapel Hill (2000) M.A. in English, University of Connecticut at Storrs (1994) B.A. in English, Colby College, Waterville, Maine (1992) Research Interests: Her research focuses on the literature of the 1920s, particularly representations of women and African-Americans during the Jazz Age. She has taught courses on the American novel, American short story, literature surveys, and composition, blending technical communication with literary analysis. Selected Responsibilities: Kate coordinates faculty professional development programs, including New Faculty Welcome and Early Career Faculty Development series. She manages faculty award processes for the campus Class of ’42 Teaching Award, Governor’s Award for Excellence in Teaching, Woman of the Year, and others. She also leads search committee training, leadership workshops, and the ADVANCE faculty fellows program. Grants & Leadership: As co-PI on Missouri S&T’s NSF-funded ADVANCE grant, she drives initiatives to enhance equity and inclusion for women in STEM. Her administrative roles include former Director of the Writing Center (2001-2014), Associate Dean for Faculty Affairs (2014-2019), Director of the Center for Science, Technology, and Society (2017-2019), and Interim Dean of the College of Arts, Sciences, and Business (2019-2022).
Elizabeth M. Bloom is a Teaching Professor in the Legal Skills in Social Context (LSSC) program and Program Administrator for the FlexJD program at Northeastern University School of Law. She holds a BA from Wesleyan University (1995) and a JD from Georgetown University Law Center (2001). Her professional roles include prior experience as a professor and director of the Academic Excellence Program at New England Law | Boston, as well as legal practice in civil litigation at Goulston & Storrs and work in assisted reproductive technology policy. Her teaching focuses on integrating social justice principles into legal skills education, particularly in children’s rights and educational equity. Research interests include formative assessment methodologies, the intersection of legal skills training and social justice advocacy, and applications of educational psychology to legal pedagogy. She designs LSSC projects addressing systemic educational disparities and youth rights issues. Career highlights include private practice litigation, policy advising through the Crockin Law and Policy Group, and leadership in academic support programs. Current responsibilities involve curriculum development in experiential learning and managing innovative FlexJD educational pathways.
Marge Käsper is a Lecturer in French Language and Linguistics at the University of Tartu's Faculty of Arts and Humanities, affiliated with the Institute of Foreign Languages and Cultures. She holds a Doctor's Degree from the University of Tartu (2017) focusing on comparative analysis of French and Estonian academic book reviews. Her career spans over 25 years, including roles as a Research Fellow (2020–2024) and administrative leadership in digital humanities initiatives. Education includes a PhD in French Studies (2017), MA in Phonetics from Paris 3 University (2000), and BA in French Language and Literature from the University of Tartu (1997). She has coordinated projects like the 'Digital Competence Development' initiative (2020–2021) and organized international conferences on discourse analysis and multilingual corpora. Research focuses on comparative linguistic discourse analysis, particularly in French and Estonian academic writing, media discourse during crises, and metaphorical language use. She has co-authored over 75 publications, including articles on pandemic communication, discourse particles, and cross-cultural media framing. Active in academic networks like DiscourseNet and Do.Ri.F, she contributes to international research collaborations such as the French-Estonian PARROT program. Key grants include leading the 'Conceptual Metaphors: Social Relevance and Estonian Database' project (2024–2027). Her work bridges linguistic theory with applied studies in digital humanities and crisis communication, emphasizing multilingual and cross-cultural perspectives.
Dr. Jill Zarestky is an Associate Professor in the Adult Education and Training program at Colorado State University's School of Education, with an affiliate appointment in the Department of Mathematics, School of Global Environmental Sustainability. She holds a Ph.D. in educational human resource development from Texas A&M University and a master’s in computational and applied mathematics from the University of Texas at Austin. Her research focuses on STEM education for adult learners, conservation, sustainability, and nonformal learning through organizations like NGOs and biological field stations. She has secured grants from NSF, USDA, and philanthropic entities, leading projects such as the NSF-funded study on STEM learning at field stations and a bee monitoring initiative with CSU’s College of Health and Human Sciences. Dr. Zarestky’s service contributions include roles as Secretary of the American Association of Adult and Continuing Education (2014–2018), editor for New Horizons in Adult Education and Human Resource Development , and leadership in redesigning AAACE’s governance structure. Her awards include the 2019 Early Career Award from CPAE and the 2020 Richard A. Swanson Research Excellence Award. She emphasizes bridging education and real-world challenges, such as climate literacy and equitable access to STEM resources. Current priorities include expanding community science projects, such as native bee tracking, and advancing HRD’s role in global sustainability goals. Her work integrates pedagogical innovation with social justice, addressing barriers for marginalized learners and promoting inclusive workforce development.
Margaret Anne Carter is a Professor in the Guidance and Counselling and Career Development department within the College of Education at James Cook University, with significant cross-campus engagement between the Australian and Singapore campuses. Her academic leadership is demonstrated through the organization of the Australasian Mental Health and Higher Education Conference series and the development of innovative educational resources, most notably the 'Prevent Cyber Bullying' educational website for higher education contexts. Professor Carter's research interests focus on mental health in educational settings across multiple developmental stages, with particular expertise in cyberbullying prevention, student wellbeing initiatives, and character education. Her work bridges early childhood education and higher education contexts, examining social behavior development, digital citizenship, and the implementation challenges of wellbeing programs in educational institutions. Her research consistently addresses the ecological factors influencing mental health in learning environments, with special attention to cross-cultural applications as evidenced by her work in Singaporean educational settings. Analysis of her publication trends reveals a strategic evolution from foundational work in early childhood social behavior to contemporary research on digital wellness and mental health in higher education. Her recent publications demonstrate increasing focus on systemic approaches to wellbeing, examining the complex interplay between institutional policies, digital environments, and individual wellbeing outcomes. The interdisciplinary nature of her work is evident in collaborations spanning educational psychology, counseling, journalism, and creative arts. Professor Carter has established herself as a leader in mental health research within Australian higher education, particularly through her conference organization efforts and the development of practical resources for educators. Her Prevent Cyber Bullying website represents a significant contribution to digital safety education in university contexts, addressing a previously under-researched area of adult cyberbullying. Her academic supervision and teaching activities are closely aligned with her research interests, particularly in the Guidance and Counselling programs at James Cook University. While specific grant details aren't provided in the source material, her international collaborations, particularly with Singapore-based institutions, suggest successful securing of research funding to support cross-border educational initiatives. Professor Carter leads the Prevent Cyber Bullying initiative, which involves multidisciplinary collaboration between guidance and counseling, journalism, and creative writing academics at James Cook University. This initiative has engaged students in video production to create cyberbullying scenario content, demonstrating an innovative approach to translating research into practical educational resources.
Dr. Steven Meyers is a Professor and Chair of the Department of Psychology at Roosevelt University in Chicago. He holds dual roles as Director of the Initiative for Child and Family Studies and serves in the College of Humanities, Education & Social Sciences. His academic career spans three decades with notable contributions to clinical psychology, family systems theory, and innovative pedagogy. Meyers earned his PhD in Clinical Psychology from Michigan State University and a BA in Psychology from Brown University. His research focuses on child well-being, family dynamics, and effective teaching practices. Notable achievements include seven teaching awards, most prominently the 2024 Frank Untermyer Teaching Award and recognition as Illinois Professor of the Year. Meyers emphasizes empathetic education, advocating for strong teacher-student alliances and service learning programs that connect classroom knowledge with community service. With over 250 publications, his work spans behavioral finance, cultural pressures on students, and ADHD treatment. He combines clinical expertise with media outreach, appearing on WBEZ and in major publications. Meyers' teaching philosophy integrates social justice principles, encouraging students to 'make a difference' through mindful action and community engagement.
Brian O'Sullivan is an Associate Professor of English and Chair of the LEAD Seminars at St. Mary's College of Maryland. He holds a B.A. in English from Adelphi University (1989), an M.A. in English and Comparative Literature from Columbia University (1991), and a Ph.D. in English from Temple University (2001). His research focuses on composition and rhetoric, modernism, poetry, and the rhetoric of politics. He has pioneered studies on peer tutoring and peer review pedagogy, emphasizing student collaboration in writing education. His creative work includes poetry and fiction published in journals like Rattle and HOWL New Irish Writing . His scholarly articles include analyses of the rhetorical dynamics in Preston Sturges' film Sullivan's Travels (via Kenneth Burke's theories) and collaborative studies on peer review implementation challenges in first-year writing programs. His teaching specializations include parody/satire and the pedagogical use of incongruous frameworks. O'Sullivan’s work bridges literary analysis, educational theory, and creative writing. No scientific awards are explicitly noted, but his contributions to writing program administration are highlighted through his tenure at the University of Rochester (2001–2005) and his current leadership roles. His academic advising and grant activities are not detailed in the provided text, but his focus on collaborative learning frameworks reflects a commitment to pedagogical innovation.
Jule Rohanna Thomas is a Professor of English at Wayne State University , affiliated with the College of Liberal Arts and Sciences . She has been at WSU since 2009 and specializes in teaching discipline-specific writing for nursing, pre-med, and graduate students. Her courses include ENG 1020, ENG 3010, ENG 3020, and ENG 5785, often integrating community service learning with Detroit-based organizations. Dr. Thomas holds a PhD in Philosophy and multiple master’s degrees (M.A. in Learning Design and Technology, M.A. in Literature), alongside a B.A. in Secondary Education. Her research focuses on rhetorical genre theory , trauma-based pedagogy , and community engagement in education . Her scholarly work includes publications on mentoring graduate teaching assistants and the intersection of parenting and revision practices in writing. She has received numerous teaching awards, including the Presidential Excellence in Teaching Award (2022) and the Wayne State University Academy of Teachers Award . Dr. Thomas has led grants and assessments, such as the Institute on High-Impact Practices (2019) and the CLAS Assessment Award analyzing writing center usage (2018–2019). She actively mentors students and emphasizes practical applications of writing in healthcare and academic settings.
Joseph Torok is an Associate Professor of Teaching in the Department of English at Wayne State University’s College of Liberal Arts and Sciences. His expertise spans rhetoric, technical communication, and writing program administration. He teaches courses on technical communication and publishing practicum. PhD in English (Rhetoric & Composition), Wayne State University M.A. in Written Communication, Eastern Michigan University B.A. in Geography, Eastern Michigan University Research interests include accessibility in digital rhetoric, bibliometrics, and open-access publishing. He focuses on improving writing assessment methodologies and professional communication practices. No scientific awards or recent articles are listed in the provided text.
