Tammy’s research explores teacher and learner psychology in relationship to language. In particular, she is interested in individual differences, nonverbal communication—especially as it influences communication, affect and cognition, and in positive psychology as an underlying feature of sound language pedagogy. She has worked closely with such internationally recognized scholars as Peter MacIntyre, Sarah Mercer, Jean-Marc DeWaele, Elaine Horwitz and Rebecca Oxford.
Kristen's educational and professional experience includes a Bachelor's degree in Secondary Education and over a decade of experience in secondary and tertiary classrooms, curriculum development, and best practices for literary and writing education. Her academic specializations include the digital humanities; currently, she is engaged in research on digital pedagogy and integrating digital technologies for collaborative learning. In addition to workshops and talks on this topic, she has also co-authored a book chapter with AUS colleagues Philip McCarthy and Khawlah Ahmed.
Maya is interested in is the implications of teaching an American curriculum at an American institution in an international context. She has two works in progress. The first is a book chapter co-authored with Kristen Highland on the Global English Department. Her second project questions what it means to teach world literature in a globalized context. Maya will present this at a conference session for the American Comparative Literature Association, which will be held in Chicago this coming March that will have speakers from all over the world: Jordan, Brazil, Italy, and Hong Kong regarding the implications of "Teaching World Literature in the World".
Philip’s research involves the design and application of text related software. His previous systems include Coh-Metrix and the Gramulator, both of which analyzed corpora for linguistic features. His current projects include Auto-Peer and Relative Sematic Analysis (RSA). Auto-Peer aims to assist student writers to develop and enhance their own papers. RSA is a linguistic assessment tool, seeking a cognitive approach to evaluating the similarity of meaning between words and texts.
