Academic Writing Methods Professors and Supervisors | ApplySharif

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Dirk TotzekView profile

Professor

University of PassauGermany

Prof. Dr. Dirk Totzek is a Professor of Marketing and Chair of Marketing and Services at the University of Passau's School of Business, Economics and Information Systems. He leads the CenTouris Center for data-based insights and has held various academic leadership roles, including Dean of Studies (2014–2020) and member of the Board of Directors of CeDiS (2018–2021). His research focuses on pricing strategies, service research, customer relationship management, and business-to-business marketing, with publications in top journals like the Journal of Marketing and Journal of Service Research. He teaches modules in Marketing, B2B Marketing, and Entrepreneurial Marketing, emphasizing both theoretical rigor and practical application. His work bridges academic research with industry collaboration, supporting SMEs and regional innovation ecosystems. Notable projects include the Bavarian Service Research Cluster and BMM-EMAC initiatives. He supervises students in thesis writing and advises on marketing incubation programs. Education: Ph.D. (2010) and Habilitation (2013) from University of Mannheim. Research Interests: Pricing dynamics, service innovation, digital empathy frameworks, and B2B privacy concerns. Administrative Roles: Academic Director of CenTouris (2020–present), former Interim Chair at University of Mannheim (2011–2013). His teaching includes courses like Price Management, Entrepreneurial Marketing, and B2B Sales Management, with a focus on preparing students for real-world marketing challenges. He actively collaborates with businesses on applied research and consults on marketing strategies for SMEs. His recent work explores AI-driven ideation, digital empathy in user experience, and post-pandemic B2B sales strategies.

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Michael A. LacombeView profile

Associate Professor

Adelphi UniversityUnited States

Michael A. Lacombe is an Associate Professor in the Department of History at Adelphi University’s College of Arts and Sciences. He has been a dedicated faculty member since 2004, teaching a wide range of courses in early American history, colonial America, Native American history, and food in U.S. history. He is also the Academic Integrity Officer and co-chairs the Committee on Academic Integrity as of 2023. Ph.D., New York University (2006) B.A., Yale University (1992) Professor LaCombe specializes in early American history, with a focus on the role of food, travel writing, and cultural interactions in the English Atlantic world before 1650. His research explores how commensality, status, and authority were negotiated in colonial settings, particularly through food and diplomatic practices. He has a strong interest in pedagogy, especially the use of Reacting to the Past role-playing games in historical education. His recent research centers on Lusum, a fictional place imagined by Robert and Sarah Williams on Long Island, and on property formation in 17th-century Long Island. His publications span topics such as credibility in travel narratives, land deeds, and the political economy of food in the early Atlantic. The articles reflect a consistent interdisciplinary approach combining food studies, cultural history, and Atlantic world scholarship. Professor LaCombe has presented his work internationally, including at the McNeil Center for Early American Studies, Regensburg University, and the Huntington Library. His scholarly contributions are widely recognized through invited presentations at major institutions. He is actively involved in university service, having chaired multiple committees including the General Education Committee’s Humanities subcommittee and the Senate Committee on Academic IT. He also served on assessment, curriculum, and search committees within the History Department. While no formal scientific awards are listed, his invited talks and sustained scholarly output indicate significant academic recognition. Professor LaCombe is an engaged educator and scholar, contributing to both undergraduate education and the broader academic community through research, service, and public scholarship. He continues to mentor students through senior seminars and research methods courses, though specific advisees are not named in the text.

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Guillaume CabanacView profile

Professor

GESIS – Leibniz Institute for the Social SciencesGermany

Guillaume Cabanac is a Full Professor of Computer Science at Université de Toulouse, affiliated with IRIT UMR 5505 CNRS (IRIS team) and the Institut Universitaire de France. His work spans Scientometrics , Research Integrity , and Information Retrieval , with a focus on detecting scientific misconduct through computational methods. Key projects: Problematic Paper Screener , Decontamination of Scientific Literature Chair Service: Editorial Board Member at JASIST (2017–present) and Scientometrics (2013–present); Program Chair for multiple BIR workshops at ECIR Awards: Nature's 10 Scientist (2021), Young Researcher Prize at INFORSID'08 His research combines meta-studies of scientific literature , Crowdsourced fact-checking , and analysis of academic networks , addressing challenges in publication ethics and digital library systems.

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Sarah AllisonView profile

Associate Professor

Loyola University New OrleansUnited States

Sarah Allison is an Associate Professor of English and Hutchinson Distinguished Professor at Loyola University New Orleans, specializing in Romantic and Victorian literature. Her research bridges close reading with digital humanities methods, focusing on debates about art's purpose and reductive analytical frameworks. Ph.D., Stanford University (2012) Her scholarship explores the interplay between nineteenth-century moralizing and modern computational analysis, as seen in her book Reductive Reading (2018) and co-authored Stanford Literary Lab studies. She is affiliated with Uppsala University’s Section on the Sociology of Literature and Computational Literary Studies Group. Key publications include analyses of George Eliot’s syntax (2018), Elizabeth Gaskell’s biographical fiction (2017), and a forthcoming book on celebrity authorship (2025). Her work frequently appears in ELH , Genre , and digital humanities platforms. Scientific Awards Hutchinson Distinguished Professor Her current projects examine Swedish textual translation’s impact on literary scholarship and the role of digital tools in uncovering textual patterns across large corpora.

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James D. MooreView profile

Assistant Professor

Ohio State UniversityUnited States

James D. Moore serves as Assistant Professor in the Department of Near Eastern and South Asian Languages and Cultures at The Ohio State University, with additional affiliation in the History department. He held a position as Chargé de Conférence at the École Pratique des Hautes Études (2023-2024) and collaborates on the ERC project SLaVEgents (2023-2028). He co-directs the OSU Digital Lab for Ancient Textual Objects (DLATO) and manages the Online Corpus of the Inscriptions of Ancient North Arabia (OCIANA). His academic training includes: Ph.D. in Near Eastern and Judaic Studies, Brandeis University, specializing in the Bible and Ancient Near East. Moore's research centers on Northwest Semitic epigraphy, the Hebrew Bible, and Ancient Near Eastern scribal culture, with a focus on religious economies within imperial frameworks, especially the Achaemenid Empire. He also investigates Achaemenid Mediterranean social history, Dead Sea Scrolls, Syriac, Archaeology, and Comparative Semitics, integrating philological analysis with social-historical context to explore administrative and economic structures. His recent publications reveal a concentration on Hebrew and Aramaic epigraphic evidence to study administrative reforms, religious practices, and scribal techniques during the Persian period. He is a proponent of digital humanities, developing resources for digital editions and databases of ancient texts. Moore is actively involved in major grant-funded projects, notably the ERC's SLaVEgents. He advises graduate students in philological and social-historical research, serving on the NESA Graduate Student Committee and co-advising the CANE graduate program. He emphasizes training students in digital research methods (SQL). He co-directs the DLATO, which creates digital tools for ancient textual scholarship, and manages OCIANA, a comprehensive corpus of Ancient North Arabian inscriptions, reflecting his commitment to digital innovation in the field.

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George HazelriggView profile

Adjunct Professor

George Mason UniversityUnited States

George Hazelrigg is an Adjunct Professor and Affiliate Faculty in the Department of Mechanical Engineering at George Mason University, with a career spanning academia, industry, and the National Science Foundation (NSF). He earned BS and MS degrees in mechanical engineering from NJIT, and MA, MSE, and PhD in aerospace engineering from Princeton University. Education: PhD, MSE, MA in Aerospace Engineering (Princeton University); MS, BS in Mechanical Engineering (NJIT) Hazelrigg’s research focuses on systems engineering and engineering design decision-making, with current work supported by the NSF titled “Toward a Theory of Systems Engineering.” This project explores mathematical foundations for optimizing design requirements and validating systems engineering processes. His publications from 2019–2025 emphasize systems engineering theory, model validation, tolerancing, decision-making under uncertainty, and pedagogical approaches. Recent work addresses incentive structures, differentiable variables in design, and validation frameworks. Throughout his career, Hazelrigg has taught at prestigious institutions including Princeton University, UC San Diego, and Ajou University in Korea. At the NSF, he managed research programs across four divisions, oversaw $210 million in annual budgets, and served as deputy and acting division director for the Division of Civil, Mechanical, and Manufacturing Innovation (CMMI).

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Tahir GürView profile

Associate Professor

Gaziantep UniversityTurkey

Tahir Gür is an Associate Professor at Gaziantep University's Nizip Faculty of Education, Department of Turkish and Social Sciences Education. His academic career spans institutions including Cumhuriyet University and Ağrı İbrahim Çeçen University, with a focus on Turkish language education, discourse analysis, and teacher training. Doctorate in Turkish Education (Atatürk University, 2011) Master's in Education (Syracuse University, 2001) Bachelor's in Classroom Teaching (Gazi University, 1997) Gür’s research bridges critical discourse analysis , qualitative research methods , and educational reforms . His work examines teacher professional identity, technology integration in pedagogy, and curriculum development in Turkish education. Recent publications highlight peer assessment, note-taking techniques, and debate-based learning strategies. His 15 most recent articles (2012–2021) explore topics such as discourse analysis in teacher identity, vocabulary acquisition through textbooks, and the impact of technology on education. These align with broader trends in educational sciences and language teaching methodologies . Gür has supervised theses like Sumeyye Ozer’s 2024 study on peer assessment and taught courses ranging from research techniques to Turkish language instruction. He has also served as Head of Department at Gaziantep University.

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Davida GavioliView profile

Senior Lecturer

Bowdoin CollegeUnited States

Davida Gavioli is a Senior Lecturer in Italian within the Department of Romance Languages and Literatures and affiliated with Italian Studies at Bowdoin College. She is based in Sills Hall and teaches courses in Italian language, 20th-century Italian literature and film, gender theory, and comparative women’s writing. Education: PhD in Italian and Comparative Literature, Pennsylvania State University Laurea in Foreign Languages and Literatures, University of Bergamo Her research focuses on feminist literary criticism, particularly the works of contemporary Italian women novelists, the literature of migration, and motherhood from a cross-cultural perspective. She explores the intersections between Italian, American, and French feminist thought and examines minority American and North African women writers. Her scholarship also addresses foreign language pedagogy and the integration of technology in language instruction. The analysis of her publications reveals a consistent engagement with maternal voice, female subjectivity, and gendered narratives in both Italian and Anglophone literature. Her work often centers on the recovery of women's perspectives in literary and historical contexts, particularly through feminist reinterpretations of maternal and intergenerational themes. Scientific Awards: No awards listed in the provided text. Davida Gavioli advises students in Italian studies and women’s literature. While specific grant funding is not mentioned, her scholarly contributions include chapters in academic reference works and peer-reviewed journals. She contributes to interdisciplinary conversations in gender studies and comparative literature. She is involved in the academic life of the Romance Languages and Literatures department, contributing to curriculum development in Italian studies and feminist literary theory. Her work supports the integration of global women’s voices into the literary canon and promotes innovative teaching methods in language education.

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Faye GishenView profile

Professor

University College LondonUnited Kingdom

Professor Faye Gishen serves as Professor of Medical Education and Palliative Medicine, Director of UCL Medical School, and Head of the MBBS Programme at University College London. With medical qualifications including MBBS (1997), MRCP (2000), FRCP (2014), and EdD, she bridges clinical practice with academic medicine while maintaining an honorary consultant contract at the Royal Free London. Her research spans two interconnected domains: clinical palliative care through collaborations with the Francis Crick Institute on tumor heterogeneity, and medical education innovation focused on curriculum mapping, student resilience, and diversifying medical education. She pioneered UCL's electronic curriculum map which has improved student assessment experiences, and her work on Schwartz Rounds for medical students has informed national practice and enhanced reflection and wellbeing. Her research portfolio demonstrates a consistent focus on improving medical education through evidence-based innovation. Professor Gishen has received numerous awards recognizing her educational leadership, including multiple UCL Provost Awards, Excellence in Medical Education Awards, and was shortlisted for the Royal College of Physicians Excellence in Patient Care Award. She has organized national symposia on medical student resilience attended by 28 of 41 UK medical schools and contributes to curriculum reviews at institutions worldwide including St George's University, King's College London, and international institutions in Singapore, Jordan, and Egypt. UCL Provost Award (2020) UCL Faculty Award UCL Excellence in Medical Education Award (EMEA) UCL Provost Education Award Shortlisted for Royal College of Physicians Excellence in Patient Care Awards (2019) Inaugural Provost Team Award for Embedding Equality, Diversity and Inclusion (2020) As an educator, Professor Gishen has transformed medical education through innovative modules on Sustainability & Climate Change in Healthcare, Doctor as Data Scientist, and Patient Safety. She has supervised numerous postgraduate students and nurtured early career researchers. Her leadership extends nationally as she sits on the Medical Schools Council Executive, the national body for UK medical schools, shaping medical education policy across the country.

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Alexander K. DavisView profile

Senior Lecturer

Princeton UniversityUnited States

Alexander K. Davis serves as a Senior Lecturer in the Princeton Writing Program at Princeton University, where he teaches academic writing while conducting research at the intersection of gender, sexuality, and social inequality. His scholarly work demonstrates deep engagement with the cultural foundations of inequality through multiple lenses: current book projects trace the historical emergence of gender-segregated public restrooms and contemporary gender-inclusive alternatives; qualitative studies examine fashion and dress as identity markers; statistical analyses track evolving sexual values; and interdisciplinary research investigates neuroscience applications in political activism. This multifaceted approach reveals consistent attention to how spatial arrangements and bodily practices reinforce or challenge power structures. Analysis of Davis's publications from 2010-2022 shows a clear trajectory toward increasingly specific investigations of gendered space, particularly public restrooms as sites of social control and resistance. His work evolves from broader examinations of race/gender stereotypes to focused studies of restroom policy implementation in universities, activism strategies, and connections between media representations and gender construction—always maintaining sociological rigor while bridging theory and practical policy implications.

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Gesine Lenore SchiewerView profile

Professor

University of BayreuthGermany

Gesine Lenore Schiewer is Professor of Intercultural German Studies and Dean of the Faculty of Linguistics and Literature at the University of Bayreuth. She also serves as Co-Director of the International Research Center Chamisso Literature (IFC) at Ludwig Maximilian University of Munich and as President of the Society for Intercultural German Studies (GiG). Her academic career spans multiple institutions including the University of Bern, where she previously held a professorship in German Studies. Professor Schiewer's research focuses on the intersection of language, culture, and emotion. Her primary areas of interest include Intercultural German Studies, German Linguistics, German Literature from the 18th to 21st centuries, and Emotion Research. She has pioneered work in intercultural communication, dialogic teaching methods, and the linguistic expression of emotions. Her research combines theoretical frameworks from pragmatics, sociolinguistics, discourse theory, and cognitive linguistics to explore how language functions in multicultural contexts and how emotions are expressed and understood across cultures. Her recent publications reveal a strong trend toward interdisciplinary research that bridges humanities and social sciences. Schiewer has made significant contributions to the international handbook on Language and Emotion (2022), demonstrating her leadership in establishing emotion research as a legitimate field within linguistic studies. She has also been instrumental in developing educational approaches that incorporate intercultural perspectives in German language teaching, as evidenced by her trilogy on "Emotionen," "Lebenswelten," and "Identitäten" in German language education (2017-2018). As Co-Director of the International Research Center Chamisso Literature (funded by the Robert Bosch Foundation), Professor Schiewer leads research on intercultural literature with a focus on Chamisso's works. She has also secured funding from the German Academic Exchange Service (DAAD) for projects on Intercultural German Studies and German as a Foreign Language in Francophone West Africa. Additionally, she participates in the CLIENT II project funded by the German Federal Ministry of Education and Research, focusing on sustainable innovations, and a project on climate-sensitive adaptation strategies for flood risk reduction in the Lower Mono River catchment. Professor Schiewer actively contributes to academic infrastructure through her role as editor of the "Zeitschrift für interkulturelle Germanistik" (Journal for Intercultural German Studies) and as co-editor of the De Gruyter handbook series "Handbücher Sprache und Kommunikationswissenschaften." She has initiated and developed international partnerships, including a German Studies institutional partnership between Bayreuth, Togo, and Benin, demonstrating her commitment to global academic collaboration.

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Karine AbivenView profile

Professor

Sorbonne UniversityFrance

Karine Abiven is a Professor at Sorbonne University's Faculty of Letters, specializing in French literature and language with a focus on the 17th century. She also holds a position as Professor of French language at the University of Rouen Normandy. Her academic career shows a strong interdisciplinary approach combining literary studies, linguistics, and digital humanities. Dr. Abiven's research primarily centers on discourse analysis, stylistics, and the political dimensions of language during France's Fronde period (mid-17th century civil wars). She has developed significant expertise in analyzing political songs, satirical pamphlets (mazarinades), and other forms of contemporary writing from this turbulent historical period. Her work examines how language functions as both political weapon and narrative device, particularly in contexts of social upheaval. Abiven has been instrumental in several digital humanities initiatives, most notably the Antonomaz project which creates a comprehensive digital collection of Fronde libels. This project demonstrates her commitment to applying computational methods to historical textual analysis. Her publications reveal a consistent research trajectory spanning from 2009 to the present, with increasing emphasis on digital methodologies in recent years. Her scholarly output shows particular interest in the intersection of political discourse and literary form, with recurring themes including the role of satire, the circulation of ideas, and the relationship between oral and written culture in early modern France. Abiven frequently collaborates with other scholars across disciplines, as evidenced by her recent co-authored work on class-defector narratives.

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Judith RiegertView profile

Researcher

Humboldt UniversityGermany

Dr. Judith Riegert is a Research Associate at the Humboldt University of Berlin, Faculty of Humanities, Social Sciences, and Education, working at the Institute of Rehabilitation Sciences in the Department of Education for People with Intellectual Disabilities. She has been in this position since October 2016, with previous experience as Research Associate and Program Coordinator at the same institution. Her academic journey includes serving as Deputy Professor at Leibniz University Hannover (2016-2018) and as a Visiting Professor at Humboldt University (2019). 1997-2002: Studies at Justus Liebig University of Giessen and Heidelberg University of Education 2003-2004: Traineeship at Seminar for Didactics and Teacher Training Heidelberg 2004-2006: Special education teacher at Carl Orff Special School 2012: Completed doctorate (Dr. phil.) at Humboldt University Dr. Riegert's research focuses on educational theory questions in intellectual disability contexts, trans- and intermediality in inclusive literature teaching, pedagogical professionalization for inclusive subject teaching, and participation of adults with severe disabilities. Her work bridges theoretical frameworks with practical classroom applications, examining how to create meaningful learning experiences across subject areas while maintaining academic rigor. She investigates the tension between educational standards and individualized instruction, particularly in German, history, and mathematics education. Her recent publications demonstrate a strong focus on participation frameworks for people with severe disabilities, inclusive teaching methodologies across subject areas, and the development of pedagogical approaches that bridge educational theory and classroom practice. Her work consistently addresses the challenge of maintaining subject integrity while adapting instruction to diverse learning needs. November 5, 2014: Prize for Good Teaching 2014 from Humboldt University's Faculty of Humanities, Social Sciences and Education February 16, 2016: Honorary certificate from Polytechnische Gesellschaft Foundation for the 'Animals in Numbers' project Dr. Riegert provides academic advising for special education and primary school teaching students (surnames He to Z), supervises bachelor's and master's theses, and offers consultation hours both in person and via Zoom. Her advising focuses on supporting students in the M.Ed. program, particularly addressing application concerns and transcript issues. As a member of the German Society for Educational Science (DGfE), she contributes to research teams examining inclusive education methodologies and implementation of inclusive practices across educational settings.

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Eva Svärdemo ÅbergView profile

Senior Lecturer

Stockholm UniversitySweden

Eva Svärdemo Åberg is a Senior Lecturer at the Department of Education, Stockholm University, where she serves as director of the master's programme in Education and the 'Design for learning' specialization. She is an active member of the Higher Education Learning Practices (HELP) research group, which engages in theoretical and empirical research on different aspects of higher education. Her research primarily focuses on academic writing, designs for learning, representation of knowledge, assessment practices and multimodal analysis of interaction and learning activities in different educational settings. Her work spans both theoretical frameworks and practical applications in educational contexts, with particular attention to how students develop academic skills and how teachers facilitate this process. Dr. Svärdemo Åberg's publications demonstrate a consistent engagement with educational theory and practice, with particular emphasis on how academic writing and multimodal communication function in educational settings. Her recent work shows increasing attention to collaborative design approaches and the challenges of implementing educational reforms in practice. She has contributed significantly to understanding how scientifically based working methods are represented in upper-secondary school diploma projects and how these texts relate to preparation for higher education. Her research often draws on new literacy studies and design theoretical perspectives. Dr. Svärdemo Åberg has been involved in projects examining teaching and learning experiences during the pandemic, documenting how both students and teachers adapted to emergency online teaching at Stockholm University.

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Stuart JohnstoneView profile

Professor

University of WollongongAustralia

Professor Stuart Johnstone is a prominent researcher and educator in the School of Psychology at the University of Wollongong. He has held academic positions at UOW since 1999, progressing from Lecturer to his current role as Professor since 2018. He previously served as Deputy Head of School (Teaching and Learning) from 2020-2023 and Acting Head of School in 2024. He also maintains a Visiting Professor position at Zhejiang Normal University's Faculty of Special Education since 2018. His educational background includes a PhD and Bachelor of Science (Honours Class I) from the University of Wollongong, followed by post-doctoral work at the University of Sydney's Department of Psychological Medicine. He is a Registered Psychologist with the Australian Health Practitioner Regulation Agency (2001-2022). Johnstone's research focuses on neurophysiological approaches to understanding and treating ADHD, particularly using brain electrical activity measures to improve assessment and diagnosis. His work spans biological psychology, psychophysiology, and developmental psychology, with emphasis on neurocognitive training interventions for children with ADHD. He has developed innovative approaches to ADHD assessment that incorporate EEG measurements alongside traditional clinical evaluations. His publication record demonstrates consistent focus on ADHD neurophysiology, with recent work expanding into cross-cultural applications, portable EEG technology for educational settings, and animal-assisted interventions. His research shows growing emphasis on practical applications of neurocognitive assessment and training, with increasing attention to remote delivery methods and cross-cultural validity of interventions. UOW Vice-Chancellors Award for Outstanding Achievement in Research Commercialisation (2013) UOW Vice-Chancellors Award for Global Strategy (2018) Johnstone actively supervises numerous PhD students, with current projects examining sleep patterns in ADHD, human-dog interactions for wellbeing, and test anxiety in school children. His research is supported by multiple grants including external funding from the Prevention Research Support Program and internal University of Wollongong grants focused on neurocognitive assessment and training. His work has strong international collaboration, particularly with Chinese institutions. He coordinates courses in Biological Psychology and Psychophysiology and has developed international educational programs in Singapore. His research group focuses on translating neurophysiological findings into practical assessment tools and interventions for ADHD, with recent work emphasizing portable technology and cross-cultural applications.

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