Julianna Sandholm-Bark, PhD
Head of Global Citizenship Program; Faculty, Current Art, Composition, First Year Seminar
Julianna Bark is assistant professor and head of the Global Citizenship Program at Webster Geneva Campus. She holds a PhD in Art History from the Institute of Fine Art at New York University as well as a licence ès lettres in English, Art History and Photography from the University of Geneva. She has worked with several arts organizations in New York, Paris and Geneva. At Webster Geneva Campus she teaches Current Art, Advanced Composition and First Year Seminar. Her current research interests include digital art history and the mechanisms of value creation and measurement in the art market.
Chapters in Edited Volumes
Sandholm-Bark J. (2020). Possible in Visual Arts. In Glăveanu V.P. (Ed.), The Palgrave Encyclopedia of the Possible. Cham: Palgrave Macmillan.
F. Arese Visconti, and J. Sandholm-Bark. (2018). "Enabling effective assessment through collaboration." INTED2018 Proceedings. ISBN: 978-84-697-9480-7
Email: juliannabark21@webster.edu
Reni Atanassova
Faculty, English as Second Language
Lucie Cardinaux, MA
Faculty, French
Lucie Cardinaux teaches French and is academic advisor at Webster Geneva Campus. She holds a Master of Arts in French as a Foreign Language, as well as a Master of Arts in Translation and Interpretation, both from the University of Geneva. She has taught at the University of Geneva in a linguistic program for refugees for a few years before teaching at Webster.
Peter Carson, JD
Faculty, Composition
Peter Carson received a Bachelor of Arts from Ohio Wesleyan University and a Juris Doctorate from the University of Denver. He has practiced law in the area of tort litigation, worked as a reporter and editor for several publications in the United States and Switzerland, and worked in the community investment department of a large nonprofit in Houston, Texas. He taught Developmental Composition and tutored students in writing at the University of Cincinnati. At Webster Geneva Campus he teaches English Composition, Sustainability Studies and Law and the Media, and serves as Learning Center coordinator.
Email: petercarson43@webster.edu
Lucia Del Moro, MA
Faculty, German Language
Lucia Del Moro is a counselor and language instructor (Italian and German) in the Geneva/Nyon area. Italian and Swiss, Lucia holds a Master of Arts in Foreign Languages from the University of Florence (Italy), a Master of Arts in Translation and Interpretation from the University of Geneva (Switzerland) and a Master of Arts in Counseling from Webster University. She is a licensed counselor (Swiss Association of Counselling – SGfB) specialized in Logotherapy, the existential approach developed by Viktor Frankl.
Agnes Demornex, MA
Faculty, English as Second Language
Yohan Frei, PhD
Faculty
Anne-Laure Oberson, PhD
Faculty, Philosophy and Media Writing
Anne-Laure Oberson is a philosopher, photographer and curator. Her research focuses on the quantic nature of images, the impact of electronic images on cognitive processes and phenomena such as synchronicity. She is currently writing on imagination in regards to generative models for image creation. She is leading an art residency program and teaching contemporary philosophy. She has edited and contributed to books, catalogs and articles in the field of philosophy, contemporary art, photography and art history. Her book "I see. Do you? Thinking Seeing" was published by Atropos Press. She studied History of Art at the University College of London and Philosophy, Art and Critical Thought at the European Graduate School.
Fight Back! in “The Struggle for Digital Images, An Agonistic Perspective of New Media Floods,” ed. Béatrice Joyeux-Prunel et al., upcoming.
Anne-Laure Oberson. Making Sense of AI Generated Images in the Process of Imagination, in “From Hype to Reality: Artificial Intelligence in the Study of Art and Culture,” ed. Eva Cetinić, Darío Negueruela del Castillo, 2024, Hertziana Studies in Art History, vol. 03, 2024.
Towards a New Imag(e)ination, in “A Piece of Artificial Intelligence,” ed. Flussera Robionica, Postdam: University of Applied Science, 2024.
From visibilities to images: can AI models offer us a look beyond the invisible? Mundus imaginalis: Philosophical lucubrations towards an imaginary approach to the question of synchronicity, in “Quantum Psyche 2,” ed. Giuliana Galli Carminati et al., Genève: KDP Independant Publishing Platform, February 2021.
"La fièvre - ce facteur trop humain", in Markiewick&Piron, PFH*, Luxembourg: Centre national de l'audiovisuel, March 2020.
"The fourth meaning of the image: Flusser's invitation to envision the world," Flusser Studies, vol. 29, February 2020.
Œuvres en devenir - devenir d’une œuvre. L’an-archive de Bujar Marika, in Dayer, C., Schurmans, M.-N. & Charmillot, C., “La restitution des savoirs : un impensé des sciences sociales?,” Paris: L'Harmattan, April 2014.
“I see. Do you? Thinking seeing,” New York, Dresden: Atropos, February 2013.
Email: annelaureoberson@webster.edu
Francesco Pennacchio
Faculty
Teny Pirri-Simonian, MSc
Faculty, Religious Studies
Teny Pirri-Simonian holds a MSc from the American University of Beirut.
Holli Schauber, PhD
Faculty, English as Second Language
Holli Schauber received her PhD from Boston University.
Schauber, H. (2025) Enlisting ChatGPT to Reinforce Language Teacher Knowledge: innovative practices from the EFL didactics classroom. Babylonia 1/2025: Using generative AI intelligently in foreign language teaching – or not?)
Pogranova, S. & Schauber, H. (2025) The perceived roles of plurilingual and pluripedagogical practices in English medium instruction language teacher education in Francophone Switzerland. Language Education and Multilingualism - LEM, 7.
Schauber, H. & Pogranova, S. (2024) An Exploratory Case Study of Translanguaging Practices in a Primary and Secondary Teacher Training Context in Switzerland. Beyond Multilingualism. Multilingual Matters.
Pogranova, S., & Schauber, H. (2024) Translanguaging, Plurilingualism and L3 Acquisition: implications for L3 teacher education and training. A gateway to plurilingual competence: Translanguaging in tertiary language (L3) education.
Schauber, H. (2022) Promoting Academic Vocabulary Learning through Screencast Feedback. Babylonia, Vol. 1., p. 56-59. Vocabulary and Digitalization.
Schauber, H. (2020) Innovating EFL Teacher Education through the EPOSTL. ETAI Forum. Vol. 31/2.
Wanlin, P. & Schauber, H. (2019) The development of primary and secondary pre-service teachers' beliefs about constructivist and transmission-oriented teaching. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée.
Schauber, H. & Brady, J. (2017) Voices from the Classroom (TESOL Teacher Education Series).
Schauber, H. (2015) Promoting Dialogical Reflection through the EPOSTL: Innovation in EFL Teacher Preparation. Gist, Vol.11. July-December.
Schauber, H. (2012) A Pluripedagogical and Dual Language Approach to Teacher Education. Synergies Europe. #7.
Schauber, H. (2010) A Case for Learner-generated Annotation. Ch, 14, in Susan Kasten (Ed.). Effective Second Language Writing. TESOL Classroom Practice Series.
Schauber, H. (2007) Motviational Aspects of Writing in Tandem. Essential Teacher, September.
Schauber, H. (2005) The concerns of Anglophone Jewish Parents in Geneva. Hayom, #17.
Schauber, H. & Sosnovik, N. (June 2005) Strategies to Enhance the Learning Process. GEM #25
Schauber, H. (2003) Grammar Galore. School of Education. University of Maryland.
Schauber, H. (2001) The medium is the message. TESOL Journal. Vol. 10, #4.
Schauber, H. (2000) Communication Skills and Strategies Self-Access Material, University of Westminster Web Site.
Schauber, H. (1997) Taking the minutes is time well spent. TESOL Journal. Vol. 6, #3.
Schauber, H. (1995) Assessing Linguistic Minorities: A Portfolio Approach. NABE News, v.18, #7.
Schauber, H. (Fall, 1995). The Second Language Components in a Two-Way Bilingual Education Program. Bilingual Research Journal. Vol. 19, #3 &4, Summer/Fall.
Schauber, H., Morissette, P., & Langlois, L., (1995). The Second Language Component of Primary French Immersion Programs in Montreal, Quebec, Canada. Bilingual Research Journal. Vol. 19, #3 &4.
Schauber, H. (1995) Assessing the Literacy Knowledge of Bilingual Learners. ERIC Clearinghouse on Languages and Linguistics.