Find Academic Supervisors

• Community engagement in higher education
• Information processing in anxiety and aggression
• Parental self-regulation and parenting behavior
• +3 more

Jorg Huijding is a Professor at Utrecht University's Faculty of Social Sciences, specializing in Clinical Child & Family Studies . His work bridges education, research, and society through community-engaged learning , focusing on integrating social partners into pedagogical curricula and analyzing the benefits of such engagement. Research Interests Dynamics of Youth (DoY) initiatives Information processing in anxiety/aggression Parental interpretations of child behavior Self-regulation development in children Recent Trends include studies on frontal EEG activity, brain network connectivity, and childcare impacts on self-regulation. His articles emphasize longitudinal designs and multimodal methods (EEG, eye-tracking). Leadership Roles Bachelor's program Pedagogical Sciences Director UU-wide community engaged learning council member Chairman of national Pedagogics chamber Committee Involvement spans interdisciplinary education, Open Science, and clinical psychologist training reform. He contributed to the YOUth cohort study and the Healthy Urban Living Innovation Hub.

Eamon C ArmstrongView profile

Associate Clinical Professor

• Evidence-Based Medicine
• Family Medicine
• Medical Informatics
• +5 more

Dr. Eamon C Armstrong serves as Clinical Associate Professor and Clerkship Director in the Department of Family and Community Medicine at the University of Arizona College of Medicine. Based at the BUMG Alvernon Family Medicine Clinic and Residency Program, he provides patient care while supervising residents and medical students in Tucson. His career spans institutions across the United States and South Africa, with board certification in Family Medicine through the American Board of Family Medicine. His educational foundation includes: MD from University of Witwatersrand, Johannesburg (1987) MS in International Primary Health Care from University of London (2012) Family Medicine Residency at Highland Hospitals/University of Rochester (1997) Faculty Development Fellowship at University of Wisconsin (1998) Dr. Armstrong's research centers on patient-centered evidence-based medicine (EBM) at the point of care, emphasizing just-in-time clinical decision support using electronic health records. He integrates the biopsychosocial model into resident training to enhance patient-centered clinical methods. His work explores EBM curriculum interventions' impact on physician performance and patient outcomes, with strong focus on organizational change and guideline implementation in primary care settings. Scholarly output reveals consistent EBM innovation since 1998, with publications addressing clinical question formulation, database selection, and practical implementation strategies. His work bridges theoretical evidence with frontline practice, particularly in fracture prevention, cardiovascular care, and vaccine policy. His teaching excellence is recognized through: Graduating Resident Class Faculty Award for Excellence in Teaching (2024) Multiple Faculty Awards for Excellence in Teaching (2024, 2022-2020) Teacher of the Year Award in Family Medicine (2004, 2001) Vice-Chancellor’s team teaching award (2013) Headley White Clinical Teacher of the Year (2002) As Clerkship Director, Dr. Armstrong mentors students through Family Medicine Clerkships (FCM 813C) and Topics courses (FCM 896U), emphasizing real-patient EBM application. His Pool Trust Grant for the EPOC Project demonstrates successful grant acquisition for point-of-care evidence systems. He cultivates resident-as-teacher skills through interactive workshops while maintaining active clinical practice. Dr. Armstrong contributes to the University of Arizona Family Medicine Residency Program's educational framework at Alvernon Clinic, focusing on biopsychosocial integration and evidence-based decision making in diverse clinical scenarios.

• Physical Activity
• Meta-Analysis
• Systematic Review
• +7 more

Borja del Pozo Cruz serves as an Adjunct Associate Professor in the Department of Sports Science and Clinical Biomechanics at the University of Southern Denmark's Faculty of Health Sciences. He is affiliated with the Research Unit of Muscle Physiology and Biomechanics and maintains an active research profile with 83 research outputs documented. His ORCID profile is available at https://orcid.org/0000-0003-3944-2212 . Dr. del Pozo Cruz specializes in physical activity research with particular expertise in accelerometer-based measurements, systematic reviews, and meta-analyses. His research fingerprint reveals significant contributions to Physical Activity (100%), Meta-Analysis (49%), Systematic Review (47%), Accelerometer applications (35%), Longitudinal Analysis (29%), Cardiovascular Disease research (28%), Biobank studies (23%), and UK Biobank investigations (21%). His work demonstrates strong international collaboration, with research spanning multiple countries and continents. His recent publications (2025) reveal a consistent focus on evidence-based analysis of movement behaviors, cardiovascular health, and screen time effects on children. These works appear in high-impact journals including Circulation , British Journal of Sports Medicine , and Psychological Bulletin , demonstrating the significant reach and influence of his research. His studies frequently employ meta-analytical approaches to synthesize evidence across multiple investigations. Dr. del Pozo Cruz has received notable media attention for his research, particularly regarding screen time effects on children. His systematic review analyzing 681 studies on children's screen use was picked up by over 160 news outlets, blogged about by 13 sources, and shared across social media platforms by numerous users. This work challenged prevailing notions about screen time 'hysteria,' finding only small benefits and drawbacks associated with children's screen use. His research has generated substantial academic engagement, with multiple publications accumulating significant reader metrics on platforms like Mendeley and receiving attention across various social media channels including X (formerly Twitter), Facebook, and Bluesky. His work on screen time effects alone was referenced by policy sources, demonstrating real-world impact beyond academic circles.

• Behavioral Science Methodology
• Program Evaluation
• Observational Methodology
• +3 more

Susana Sanduvete Chaves serves as a Researcher in the Department of Psychology at the University of Seville, Spain, where she specializes in Behavioral Science Methodology. Her academic foundation includes a 2008 Doctorate from the University of Seville with the thesis "Innovaciones metodológicas en la evaluación de la formación continúa" (Methodological Innovations in Continuous Training Evaluation), supervised by Dr. Salvador Chacón Moscoso. She maintains active roles in both research methodology development and applied psychological interventions across clinical and educational settings. Her research program centers on three interconnected pillars: methodological quality assessment in psychological research, health psychology interventions, and educational innovations in psychology training. She has pioneered tools like the Methodological Quality Scale (MQS) and Methodological Quality Checklist for Observational Methodology (MQCOM), establishing rigorous standards for intervention program evaluation. In health psychology, her work targets chronic pain management, parental support for preterm infants, and quality-of-life improvements for autoimmune disorder patients. Educational contributions include bilingual teaching methodologies and active learning frameworks for psychology statistics courses. Analysis of her 2022-2025 publications reveals a strategic integration of methodological precision with real-world applications. Her health psychology studies predominantly employ randomized controlled trials and systematic reviews to evaluate interventions for vulnerable populations, while her methodological work emphasizes cross-cultural adaptation and international research standards. Educational publications document practical innovations in Spanish university settings, particularly regarding English-medium instruction challenges in psychology methodology courses. Though specific grant details remain undocumented in available sources, her extensive publication record in high-impact areas suggests sustained research funding and collaborative projects with healthcare institutions. Her work demonstrates consistent leadership in advancing methodological rigor within Spanish psychological research while addressing pressing clinical and educational needs through evidence-based interventions.

• Sociological Theory
• Organization & Digitalization
• Emergencies & Disasters
• +8 more

Michael Grothe-Hammer is a Professor in Sociology (Organization and Technology) at the Department of Sociology and Political Science (ISS) of the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway, a position he has held since September 2024. Previously, he served as an Associate Professor at the same institution from April 2020 to September 2024. He heads the 'Organization & Society' Research Group at NTNU and serves as Co-Editor in Chief of the Journal of Organizational Sociology. Professor in Sociology at NTNU (2024-present) Associate Professor of Sociology at NTNU (2020-2024) Research Associate at Helmut Schmidt University Hamburg (2015-2020) Doctorate in Sociology from Helmut Schmidt University Hamburg (2015-2018) His research spans multiple dimensions of sociological theory with particular focus on organization theory, digitalization, and societal differentiation. Grothe-Hammer has developed Decisional Organization Theory as an integrated framework that articulates multiple concepts of organization theory. His work on ASMR represents a pioneering sociological examination of this emotional phenomenon, while his research on meta-organizations tackles how these entities address grand challenges through societal differentiation. His scholarship consistently applies systems theory to contemporary organizational phenomena, examining partial organization, communicative constitution of organizations, and the social construction of new emotional experiences. Analysis of his recent publications reveals a strong trajectory toward integrating social systems theory with contemporary organizational challenges. His work increasingly focuses on meta-organizations addressing grand challenges, algorithmic decision-making in organizations, and the theoretical renewal of organizational concepts through systems theory. The publications demonstrate a consistent pattern of applying Luhmannian systems theory to practical organizational phenomena while expanding the theoretical boundaries of organizational sociology. EGOS Best Paper Award 2016 (with Jörg Sydow, Olivier Berthod, and Ryan Hagen) Nominated for EGOS Best Student Paper Award 2017 Performance bonus from Helmut Schmidt University for 'outstanding, exceptional performance' (2017 & 2018) Finalist at Most Inspirational Paper Awards 2024 of European Academy of Management Outstanding Reviewer Award in 2024 Emerald Literati Awards for Kybernetes Wiley Top Downloaded Article (2019-2020 period) Grothe-Hammer has supervised numerous Master's and Bachelor's theses on diverse topics including project networks, digital collaboration, climate perceptions, sustainability policies, and various organizational phenomena. His leadership extends to multiple research projects including 'Meta-organizing grand challenges,' 'FIRE 21' (focused on fire services problem-solving), 'EUSEAS' (EU maritime sustainability), and 'CODIC' (comparative study on social inclusion). He leads the 'Organization and Society Research group' and is active in the 'Environment, Sustainability and Governance Research Group' and 'Digitalization and Social Life Research Group' at NTNU.

Ann Marie RyanView profile

Professor

• Teacher Preparation
• Secondary Education
• History and Social Studies Education
• +2 more

Ann Marie Ryan serves as Professor and Department Chair of the Department of Interdisciplinary Learning and Teaching (ILT) at the University of Texas at San Antonio's College of Education and Human Development, where she teaches ILT and Curriculum and Instruction courses. Her research concentrates on teacher preparation, secondary education, history/social studies pedagogy, and the history of education, with specialized expertise in Catholic school interactions with U.S. public education policy during the early-to-mid twentieth century. Her work examines teaching-learning connections across P-12 schools, communities, and teacher preparation programs, emphasizing historical consciousness and policy impacts on educational practice. Recent publications reveal three dominant trends: 1) Critical analysis of social studies curriculum under restrictive policies like Texas Senate Bill 3 using Rights of the Learner frameworks; 2) Historical investigations of Catholic education's relationship with public policy, eugenics, and institutional reforms; 3) Innovations in teacher preparation addressing indigenous postcolonial perspectives, international mindedness, and horizontal expertise development through professional learning communities. Scientific Awards and Honors: Co-editor of two volumes of Review of Research in Education Program Chair, AERA Division F (History and Historiography) (2017) Past President, Organization of Educational Historians Ryan's scholarly leadership extends through editorial work in premier journals including The Journal of Teacher Education and American Journal of Education, alongside active engagement in professional organizations shaping educational historiography and research methodology. Her publications demonstrate sustained contributions to understanding teacher identity formation, curriculum foundations, and historical policy contexts in education.

• Youth Mental Health
• Substance Use Prevention
• Digital Interventions
• +5 more

Claudia-Santi F. Fernandes serves as Vice President of Research and Evaluation at Born This Way Foundation while holding academic appointments as Assistant Clinical Professor in the Child Study Center and Assistant Professor Adjunct in the Department of Biomedical Informatics and Data Science at Yale School of Medicine. Her career bridges clinical practice, public health, and digital innovation with a focus on youth mental health and substance use prevention. Her educational background includes an EdD from Columbia University Teachers College in Health & Behavior Studies (2017) and an MA from New York University Steinhardt School in Applied Psychology (2009). Before transitioning to research, she worked as a public school teacher, bilingual school counselor in New York City, and founding leadership member at Bard High School Early College Newark. Dr. Fernandes specializes in developing and evaluating digital interventions to improve youth mental health and wellbeing, with particular emphasis on suicide prevention among youth who misuse substances. Her research employs a public health approach to scale evidence-based interventions through schools and digital platforms. She has led significant NIH-funded projects including the HEAL initiative to address opioid misuse in youth through school-based health centers. Her publication record demonstrates consistent focus on digital game interventions for health behavior change, with recent work spanning HIV prevention, opioid misuse prevention, mental health promotion, and school-based interventions. These studies reflect her commitment to innovative, technology-mediated approaches to reach youth at scale. Among her honors are the YCCI Scholar Award (2021), multiple NIDA/NIH Loan Repayment Program awards, and her current fellowship as a 2024-2025 Public Voices Fellow with The OpEd Project. Dr. Fernandes actively translates research into practice through collaborations with XRPediatrics, CHIL@Yale, and The ACCESS Lab. She previously served as Deputy Director of Mental Health & Wellbeing at the play2PREVENT Lab and as Project Director for the NIH/NIDA-funded HEAL initiative. Her work bridges research, policy, and implementation to improve youth mental health outcomes nationally.

Giorgos BouritsasView profile

Research Fellow

• Geometric Deep Learning
• Graph Deep Learning
• Weight Space Learning
• +5 more

Giorgos Bouritsas is a machine learning scientist and postdoctoral fellow at the Archimedes AI unit / Athena Research Center, affiliated with the Department of Informatics and Telecommunications at the National and Kapodistrian University of Athens. He also serves as an adjunct lecturer at NCSR Demokritos. His research focuses on Geometric and Graph Deep Learning, with contributions spanning theoretical foundations of graph/geometric neural networks and generative modeling of graph/geometric data. His educational background includes a PhD in computer science from Imperial College London (2023), supervised by Prof. Michael Bronstein and Prof. Stefanos Zafeiriou, and an MEng in electrical and computer engineering from the National Technical University of Athens (2017). Dr. Bouritsas' research interests encompass Geometric Deep Learning, Graph Neural Networks, Weight Space Learning, Self-Supervised Learning, and Machine Learning applications in biology and chemistry. His work intersects with areas such as computer vision, network science, and physics, with publications in leading conferences (NeurIPS, CVPR, ICCV, ECCV) and journals (TPAMI). His recent publications demonstrate trends in geometric deep learning, graph neural networks, and applications in bioinformatics and computer vision. His research on Scale Equivariant Graph Metanetworks was accepted for an oral presentation at NeurIPS 2024, highlighting his contributions to advancing the theoretical foundations of graph neural networks. Outstanding reviewer award, NeurIPS '21 Outstanding reviewer award, NeurIPS '23 Outstanding reviewer award, ICML '22 Outstanding reviewer award, ICML '24 Dr. Bouritsas regularly engages in educational activities, teaching postgraduate courses such as Deep Learning at the MSc in AI program at NCSR Demokritos. He also provides academic service as a reviewer for major machine learning conferences and journals. His current work at Archimedes AI centers on weight space learning, with applications in automating machine learning processes and predicting ML model behavior.

Katie CrouchView profile

Senior Lecturer

• Early Childhood Education
• Language and Literacy Development
• Inclusive Education
• +4 more

Katie Crouch is a Senior Lecturer in Early Childhood Studies at the School of Education, Bath Spa University. She works on UK and China programs, focusing on pedagogical philosophy development, child language acquisition, and inclusive practices in early years education. Her expertise spans equality, equity, phonics instruction, and cross-cultural pedagogy. PhD in progress at University of the West of England MA Education (Early Years), University of the West of England PGCE and BA (Hons) in Early Childhood Studies & Linguistics, University of the West of England Her research examines sound-symbolism in phonics teaching, adult-child interactions, and inclusive education strategies. Recent work includes creating resources for the PMLD (Profound and Multiple Learning Disabilities) community and fostering diverse cognitive approaches in children. She actively presents at conferences like EECERA and iMean7. Katie is a Fellow of the Higher Education Academy and serves as an External Examiner for Early Childhood Studies programs at multiple institutions. Her professional experience includes roles in medical settings, schools, consultancy, and international educational frameworks.

Kerry BissakerView profile

Associate Professor

• Effective Teaching and Learning
• Inclusive Education
• Teachers' Professional Learning
• +3 more

Kerry Bissaker is an Associate Professor at Flinders University's College of Education, Psychology and Social Work, with expertise in inclusive education and teachers' professional learning. Her work focuses on developing schools as dynamic learning organizations through teacher development initiatives. Flinders University Institute for Mental Health and Wellbeing member Active in international education partnerships across Asia Research Interests: Effective teaching and learning processes Inclusive education frameworks Teacher professional learning models Learning environments design Recent publications emphasize pre-service teacher training, classroom management efficacy, and autism education. Her work aligns with UN Sustainable Development Goals for quality education. Awards: 2006 Carrick Institute Citation for student learning contributions 2008 ALTC Citation for offshore educational programs Professional Roles: Consultant for school development plans Tertiary nominee on SA Ministerial Advisory Committee

• Workflow Verification
• Ontology and Logic Reasoning
• Healthcare Information Systems
• +3 more

Wendy MacCaull is an Adjunct Professor in the Department of Computing and Software at McMaster University's Faculty of Engineering. Her scholarly activity focuses on formal methods for healthcare workflow verification, ontology reasoning, and temporal logic applications in process mining. Role: Adjunct Professor Institution: McMaster University Department: Computing and Software Research Interests: Workflow Verification, Ontology Reasoning, Healthcare Process Mining Her work bridges formal logic and healthcare IT , with publications on compensable workflows, timed BDI CTL logic verification, and ontology merging for clinical systems. She has contributed to Journal of Symbolic Logic , Lecture Notes in Computer Science , and IEEE Transactions on Knowledge and Data Engineering . Recent trends include contextual process mining (2024) and multi-context reasoning architectures (2023). Earlier works (2008-2012) explored non-classical logics, residuated logic models, and Kripke semantics.

Petra MagnussonView profile

Associate Professor

• Digital Education
• Multimodal Learning
• Curriculum Development
• +5 more

Petra Magnusson is an Associate Professor at the Faculty of Education , Kristianstad University , specializing in the teaching and learning of Swedish . She is a Merited Teacher and leads projects like SKRUViS and EQUITÉ , focusing on digital technology's impact on education. Research Focus : Digital education, multimodal learning, curriculum development, and fiction's role in schools. Collaboration : Active in networks such as TIMDA (Texts, Information and Multimodality in the Digital Age) and supervises doctoral students Kristian Blomberg Kjellström and Emma Björemark . Awards : Recognized as a Merited Teacher . Teaching : Trains teachers in Swedish language instruction and has extensive experience in secondary and upper secondary schools.

Faruk PolatView profile

Professor

• Artificial Intelligence
• Reinforcement Learning
• Multiagent Systems
• +6 more

Faruk Polat is a Professor of Computer Science at the Department of Computer Engineering, College of Engineering, Middle East Technical University (METU) in Ankara, Turkey. He has been serving at METU since 1994, progressing from Assistant Professor (1994-1996) to Associate Professor (1996-2002) and then to full Professor (2002-present). He received his B.S. in Computer Engineering from METU in 1987, followed by M.S. and Ph.D. degrees from Bilkent University in 1989 and 1994 respectively, with a visiting scholar period at the University of Minnesota (1992-1993). His primary research interests include Artificial Intelligence, Reinforcement Learning, Multiagent Systems, Markov Decision Processes, and Partially Observable Markov Decision Processes. His work significantly contributes to computational biology applications, particularly in gene regulatory network modeling, and to multiagent path finding in virtual simulations and computer games. He has published extensively in top-tier journals and conferences, with recent publications extending into 2025. Professor Polat has supervised numerous graduate students who have gone on to successful careers in academia and industry, including positions at Meta, Google, Apple, Microsoft, and various universities. His research group continues to be highly active, with current PhD students working on reinforcement learning, multiagent path planning, and gene regulatory networks. His scientific contributions span multiple domains, with a clear trajectory from foundational work in multiagent systems to increasingly sophisticated applications in computational biology and autonomous systems. His recent publications indicate continued innovation in reinforcement learning techniques, particularly in handling partial observability and complex path planning problems. NATO Science Scholar at University of Minnesota (1992-1993) Member and Team Leader/Deputy Team Leader of National Informatics Olympiad Group (1995-2011) Professor Polat has advised numerous PhD and Master's students who have secured positions at leading technology companies and academic institutions worldwide. His research has been supported by grants including Tubitak 1001 Project (Grant No. 115G086). His work bridges theoretical advances in artificial intelligence with practical applications in computational biology and autonomous systems.

• Wireless Communications
• Mathematics
• Artificial Intelligence
• +5 more

Keivan Navaie is a Professor of Intelligent Networks at Lancaster University’s School of Computing and Communications. He serves as a member of the Independent Scientific Advisory Committee at the Alan Turing Institute, overseeing the £100 million BridgeAI programme, and previously as Principal AI Technology Advisor to the UK Information Commissioner’s Office (ICO). He is recognized with Fellowships from the Institution of Engineering and Technology (IET), Chartered Engineer status in the UK, Senior Fellowship of the Higher Education Academy (HEA), and the IEEE Young Investigator Award. Research Focus: Wireless communications, mathematics, artificial intelligence, 6G networks, blockchain technology, edge computing, cognitive radio networks, and non-orthogonal multiple access (NOMA). Supervision: Actively supervises PhD students in areas like wireless communications and mathematical modeling. Projects: Involved in distributed learning, blockchain integration, 6G research, and spectrum sharing systems. Awards: IEEE Young Investigator Award, Fellow of IET, Chartered Engineer, Senior Fellow of HEA.

Annika KäckView profile

Senior Lecturer

• Special Education
• Teacher Education
• Digital Competence
• +3 more

Annika Käck is Assistant Head of Department and Director of Studies at Stockholm University's Department of Special Education, with over 30 years of experience in education. She teaches special education courses at both undergraduate and postgraduate levels and serves on departmental steering committees. Her educational background includes roles as an upper secondary teacher, special education teacher (grades 6-9), and community college teacher before transitioning to higher education. Her research focuses on two primary domains: Learning environments and didactic knowledge and Migration and education . Current projects examine digital technology in special education settings and migrant teacher professional development through Nordic collaborations. She maintains active membership in the Association for Teacher Education in Europe (ATEE) to foster international research exchange. Käck's scholarly publications demonstrate consistent focus on digital competence development, migrant teacher integration, and inclusive education practices. Recent works (2020-2024) show heightened attention to pandemic-era educational adaptations, teacher identity formation in cross-cultural contexts, and technology-mediated special education solutions. Her research employs diverse methodologies including meta-analyses of student experiences, transnational program evaluations, and competency framework development. Key administrative responsibilities include directing the department's Further Education for Foreign Teachers program, developing open educational resources, and leading pedagogical development initiatives. She previously coordinated Stockholm University's involvement in the six-year LIKA project (2006-2012) that integrated digital literacy across teacher education programs, engaging 600 educators across four Stockholm institutions.