Find Academic Supervisors

• Religious Education
• Moral Education
• Practical Theology and Education
• +3 more

Prof. Dr. Bert Roebben holds the chair of Religious Education at the Faculty of Catholic Theology at the University of Bonn since 2017. Previously, he taught at Leuven, Tilburg, Dortmund, and Stellenbosch (South Africa). His academic career spans over three decades, focusing on intersections of theology, education, and societal contexts. He studied theology and educational sciences at Leuven, developing a keen interest in learning processes across schools, communities, and public spheres. His research explores religious education as a dynamic field addressing modern challenges, such as globalization, pluralism, and climate crisis. Key themes include moral education, hope-driven pedagogy, and intercultural dialogue. He has supervised numerous doctoral candidates, fostering innovative research in religious didactics and youth theology. Roebben is a leading figure in international religious education, serving on boards like the European Forum for Teachers of Religious Education (EFTRE) and the Religious Education Association (REA). His publications include works on inclusive religious pedagogy, theology and dignity, and spiritual learning communities. Recent articles address performative pedagogy, climate crisis theology, and post-pandemic spiritual resilience. He actively engages in academic leadership, including directing the SpiRiTex project on sacred spaces in teacher training. His work bridges theological rigor with practical educational strategies, emphasizing hope as a core pedagogical principle.

Pei-Chun HsiehView profile

Associate Professor

• Healthy Aging
• Therapeutic Recreation
• Community Engagement
• +3 more

Dr. Pei-Chun Hsieh is an Associate Professor in the Department of Recreation and Leisure Studies at Brock University, certified as a Therapeutic Recreation Specialist (CTRS). Her research focuses on promoting healthy aging, enhancing quality of life for family caregivers, and exploring leisure's role in fostering community engagement among individuals with disabilities. She has contributed to grant projects training older adults with developmental disabilities and their families to sustain independent living in communities. Her teaching includes courses such as Foundations of Therapeutic Recreation , Therapeutic Recreation and Persons with Disabilities , and Leisure and Aging . Dr. Hsieh is affiliated with organizations like the Canadian Association of Leisure Studies (CALS) and the Canadian Therapeutic Recreation Association (CTRA). Recent research highlights include examining the mediating role of gratitude in student well-being and analyzing the impact of walking on autonomic nervous system function in older adults. She has secured grants including a Brock SSHRC Institutional Grant (BSIG) for studying leisure and well-being during the pandemic, and a Teaching Innovation Grant for experiential education projects involving sensory boxes for older adults. Dr. Hsieh advises graduate students interested in therapeutic recreation and healthy aging. Her work bridges academic scholarship with practical applications, emphasizing community-based interventions to improve quality of life for marginalized populations.

Becky Muradás-TaylorView profile

Professor

• Second Language Phonology
• Language Acquisition
• Japanese Pitch Accent
• +7 more

Professor Becky Muradás-Taylor is a faculty member at the University of Leeds, holding the position of Professor of Languages and Linguistics and Director of Programme Design in the School of Languages, Cultures and Societies. She also manages the 'Languages for All' provision, supporting university-wide language education. Her educational background includes a PhD and MA from Nagoya University, Japan, and an MSci from the University of Cambridge, UK. She is a Fellow of the Higher Education Academy (FHEA). Her research centers on second language phonology, especially the acquisition of Japanese pitch accent by English speakers, and the broader challenges in university-level language education. She investigates the decline in languages other than English (LOTE) in the UK, mapping 'cold spots' in degree provision and advocating for sustainable programme design. Her work bridges theoretical linguistics and practical curriculum innovation. Her recent publications reveal a consistent focus on phonological acquisition, language education policy, and curriculum sustainability. Themes include cross-linguistic prosody, perception of regional accents, language programme integration, and identity in language learning. Her research combines psycholinguistic experimentation with educational mapping and policy analysis. FHEA (Fellowship of the Higher Education Academy) She supervises PhD and MA students in areas of second language phonology, language education, and language policy. Her grants and advisory roles are implied through leadership in programme design and research projects like 'OurLOTE,' though specific funding sources are not detailed. She welcomes PhD applicants in her research domains. She is affiliated with the Linguistics and Phonetics research group within her school, contributing to a collaborative academic environment focused on language structure, acquisition, and teaching.

Bethan MitchellView profile

Senior Lecturer

• Education
• Higher Education
• Adult Education
• +9 more

Bethan Mitchell is a Senior Lecturer in the Faculty of Life Sciences and Education at the University of South Wales, affiliated with the Health, Care and Wellbeing Research and Innovation Group. She is actively involved in educational research, with a focus on higher and adult education, health promotion, and sociomaterial perspectives on teacher resilience. Her professional roles include external examiner duties at the University of Stirling and the University of Plymouth, and internal and chair roles in PhD vivas at Bath Spa University and the University of Bath. Her research interests include: Actor-Network Theory in education Health behaviour and health promotion Teacher resilience and work engagement Curriculum development, particularly in Wales Professional learning and practitioner inquiry Educational complexity and uncertainty Bethan's recent publications, spanning from 2011 to 2025, reflect a strong thematic focus on educational change, professional practice, and the application of sociomaterial and actor-network theories. Her work often involves collaboration with scholars such as Carmel Conn and Matt Hutt, particularly in edited volumes and conference workshops. The trend in her research output shows increasing engagement with systemic and interdisciplinary approaches to education, especially in the context of health and wellbeing. She has received the following award: Partner of Choice, 1 Dec 2009 Bethan is actively involved in advising and professional development, frequently presenting at workshops and symposia on publishing, doctoral research, and educational change. She has contributed to PhD training through speaking engagements on making research feasible and navigating post-PhD publishing. While no formal list of advisees is provided, her extensive involvement in PhD examination suggests mentorship and advisory roles. She is part of collaborative networks across the Welsh education system and beyond, working on partnerships and systemic agency in educational reform. She is a member of the Health, Care and Wellbeing Research and Innovation Group, which serves as her primary research unit, fostering interdisciplinary work in health and education.

Abigail Martinez RenteriaView profile

Researcher

• Adult Education
• Sustainable Development
• Online Learning
• +3 more

Abigail Martinez Renteria is an Academic Associate and PhD candidate at the University of East Anglia's School of Education & Lifelong Learning, researching online learning networks' role in reshaping sustainable development activists' literacy practices in Latin America. Her academic background includes: International Master in Adult Education for Social Change (University of Glasgow, University of Malta, Tallinn University, Open University of Cyprus) Diploma of Higher Education in Socio-Educative Intervention (Autonomous University of Chihuahua, Mexico) Bachelor in Education (Autonomous University of Ciudad Juarez, Mexico) Certificate of Higher Education in Sustainable Development (Havana University, Cuba) Academic Stay in Educational Sciences (National University of Cordoba, Argentina) Her research centers on adult education for social change, sustainable development, and educational equity. She investigates how digital networks influence activists' learning practices while addressing systemic barriers in higher education for marginalized communities, particularly through decolonial and participatory methodologies. Recent publications analyze resistance strategies and belonging among doctoral researchers of color, emphasizing creative methods like zine-making. These works span critical geography and educational sociology, highlighting intersections of race, mental health, and institutional exclusion in academia. Key recognitions include: Erasmus Mundus Master’s Scholarship (€50,000) from European Commission's EACEA Excellence Scholarship 2013-2017 As a PhD candidate, she actively contributes to teaching and research while collaborating with the Concrete Collective to foster inclusive academic spaces. Her grant-funded work focuses on sustainable development education in Latin America, with future research targeting digital literacy's role in social movements.

Nele Wild-WallView profile

Professor

• Cognitive Psychology
• Neuropsychology
• Geropsychology
• +18 more

Prof. Dr. Nele Wild-Wall is a Professor of Research Methods and Diagnostics in Psychology at the Faculty of Communication and Environment, Rhine-Waal University of Applied Sciences. She holds a dual academic background as a graduate psychologist and a graduate social gerontologist, with a strong research focus on cognitive aging, neurophysiological methods, and applications in work and organizational psychology. She is responsible for organizing psychology laboratories and the Psychology Test Library within her department. Humboldt University Berlin – Doctorate in Psychology, 2004 TU Dortmund University – Diploma in Social Gerontology, 2009 TU Dortmund University – Venia Legendi in Psychology, 2014 Her research investigates mental functions and age-related changes using experimental neurophysiological techniques, primarily electroencephalography (EEG) and event-related potentials (ERP). Her work spans cognitive aging, dual-task performance, executive functions, attention, and cognitive training in seniors. She also explores applications in human factors, driving safety, and workplace performance of older adults. Her most recent publications reflect a consistent focus on aging, cognition, and neurophysiological assessment, with research on dual-task performance, working memory, feedback processing, and cognitive flexibility. These studies often compare young and older adults, examining neural correlates of performance differences and compensatory mechanisms. While no scientific awards are explicitly mentioned in the provided text, her sustained publication record in high-impact journals and participation in national and international conferences indicate active scholarly engagement. Prof. Wild-Wall has collaborated extensively with researchers at the Leibniz Institute for Working Environment (IfADo) in Dortmund, particularly with Prof. Dr. Michael Falkenstein. Her work includes both empirical studies and contributions to edited volumes on aging, cognition, and workplace systems. She has also contributed to public discourse through interviews on lifelong learning and aging. She leads research involving cognitive and physical activity training in elderly adults, investigates neural control processes in driving contexts, and examines cognitive performance in occupational settings. Her interdisciplinary approach integrates psychology, neuroscience, and ergonomics to support healthy aging and optimal human-system interaction.

Benignus LoganView profile

Senior Lecturer

• Geriatrics
• Gerontology
• Frailty Assessment
• +3 more

Dr. Benignus Logan is a Senior Lecturer at the University of Queensland's Centre for Health Services Research within the Faculty of Health, Medicine and Behavioural Sciences. He serves as a clinical academic in Professor Ruth Hubbard's research team with a specific focus on interdisciplinary education and training about frailty. Logan maintains dual clinical appointments as a staff specialist at Mater Hospital Brisbane and The Prince Charles Hospital, where he practices as a geriatrician committed to multidisciplinary, patient-centered care approaches. Bachelor of Business, Queensland University of Technology Masters (Coursework) of Medicine, Griffith University Currently pursuing PhD examining frailty and goals of care in patients with chronic kidney disease Dr. Logan's research centers on geriatric assessment methodologies, particularly focusing on frailty in elderly patients with chronic conditions like kidney disease. His work bridges clinical practice and academic research, with significant contributions to developing and implementing Goal Attainment Scaling as an outcome measure in geriatric care. He has pioneered digital education initiatives like the 'Focus on Frailty' program to enhance healthcare professionals' understanding of frailty assessment and management. Analysis of Logan's publication record reveals a strong trajectory in geriatric research with increasing focus on interdisciplinary approaches to frailty assessment. His work spans multiple disciplines including nephrology, neurology, and transplant medicine, demonstrating the cross-cutting nature of frailty as a clinical concern. Recent publications show particular emphasis on digital education tools, patient-centered goal setting, and the development of standardized assessment protocols for frail older adults. As a key contributor to The GOAL Trial investigating comprehensive geriatric assessment for frail older people with chronic kidney disease, Logan plays an integral role in advancing evidence-based approaches to geriatric care. His work with the Australian Frailty Network represents a national effort to develop consumer-focused responses to frailty across healthcare settings. Co-creating rainbow-inclusive care for gender & sexually diverse people in residential aged care (2024-2029, MRFF led by Southern Cross University) Outcomes of importance to frail vascular surgery patients and their caregivers: A longitudinal study (Frail-VaS) (2023-2025, QA CRF externally led by Metro South HHS) Dr. Logan's research program demonstrates strong collaboration across multiple healthcare disciplines and institutions. His work with Professor Hubbard's team at UQ has established him as a significant contributor to geriatric research in Australia, particularly in the area of frailty assessment and management for patients with complex comorbidities.

• Applied data science
• Multimodal image analysis
• Biomarker discovery
• +4 more

Dr. Sina Fathieh is an academic researcher specializing in cardiology and data science, affiliated with clinical and research initiatives focused on cardiovascular disease mechanisms, biomarker discovery, and environmental health factors. His work bridges computational biology with clinical diagnostics. Current Research Focus BioHEART Study (SMuRFless Population) Cardiovascular Risk Biomarkers Environmental Health Impacts Machine Learning Applications His research explores: Subclinical coronary artery disease AI-enhanced ECG risk estimation PM2.5-induced metabolic disturbances Saline solution for plaque detection Calcium score modeling STEMI diagnostic challenges Clinical themes align with cardiology translational research, combining adult patient studies, statistical design, and environmental risk factors. Key collaborative initiatives include the BioHEART-CT Study and cardiovascular drug trial methodologies.

Anna RidgewellView profile

Research Fellow

• Environmental Sociology
• Sociology of Education
• Human Geography
• +13 more

Anna Ridgewell is a Research Fellow in Social Work (Social Work and Social Care) at the School of Education and Social Work, University of Sussex, where she contributes to the Centre for Innovation and Research in Wellbeing (CIRW). Her research focuses on nature engagement in educational settings, childhood geographies, and the impact of neoliberal policies on access to outdoor spaces for children in early childhood education and care (ECEC). Funded by the Economic and Social Research Council (ESRC) through the SeNSS doctoral training partnership, her PhD explored how ideological and structural factors mediate children’s access to nature across state, private, and charitable educational institutions. Her educational background includes an MSc in Counselling Psychology from City, University of London, a Graduate Conversion Diploma in Psychology from London Metropolitan University, and a BA (Hons) in English Literature from the University of Sheffield. Anna’s research interests span environmental sociology, sociology of education, human geography, educational and social policy, childhood geographies, and participatory research methodologies. She employs mixed-method, multi-sited, and arts-based approaches to examine how children interact with nature and challenge adult-imposed boundaries in educational spaces. Her work highlights inequalities in nature access and critiques the commodification of nature in neoliberal educational frameworks. Her recent publications, including her 2025 PhD thesis Growing up green? and several reports and presentations, reflect a strong trend in critical educational research, environmental justice, and qualitative inquiry. These works analyze how institutional narratives, resource disparities, and policy landscapes shape children’s everyday experiences in outdoor environments, emphasizing the need for equitable access to nature as a matter of social justice rather than privilege. Section Editor, Sentio (SeNSS PGR Journal) Peer reviewer for Children & Society , International Journal of Migration, Health and Social Care , and Sentio UKRI Policy Placement at Natural England (2022) Anna has taught on the MSc in Migrant and Refugee Wellbeing and the MRes in Wellbeing, focusing on interdisciplinary research into older adults. She is currently funded by an ESRC grant titled Connecting with the outdoors at school and nursery: narratives of nature and wellbeing (2020–2024), supporting collaborative research with Charles Watters. Her interdisciplinary collaborations include work with Pippa Langford, Louise Montgomery, Liam Berriman, and others. She has no formal advisees listed, but her mentorship is evident through editorial and peer-review roles. Anna is active in academic and public discourse, contributing blog posts, policy reports, and conference presentations that bridge research with practical and policy implications. Her work is grounded in new materialist and social constructionist theories, and she advocates for transformative, child-centered approaches to environmental education.

Erika E. RamsdaleView profile

Associate Professor

• Geriatric Oncology
• Polypharmacy Management in Elderly Cancer Patients
• Geriatric Assessment Implementation
• +3 more

Erika E. Ramsdale, M.D. is an Associate Professor in the Department of Medicine, Hematology/Oncology at the University of Rochester School of Medicine and Dentistry. She practices at both Highland Hospital and Wilmot Cancer Institute in Rochester, NY, specializing in Hematology & Oncology with a particular focus on geriatric oncology. As part of the University of Rochester Medical Faculty Group (URMFG), she provides care within Accountable Health Partners, a network of over 2,000 community and UR medical faculty. Dr. Ramsdale's research interests center on geriatric oncology, particularly polypharmacy management, deprescribing interventions, fall risk assessment, and geriatric assessment implementation for older adults with cancer. Her work bridges clinical oncology with geriatric care principles to optimize treatment for elderly cancer patients. She has published extensively on medication management, symptom clusters, and risk assessment in this vulnerable population. Her recent publications demonstrate a strong focus on using both traditional clinical research methods and innovative approaches like machine learning to address challenges in geriatric oncology. She has contributed significantly to understanding polypharmacy effects, fall risk factors, and the implementation of geriatric assessment tools in oncology practice settings. Her work often involves multidisciplinary collaboration across oncology, geriatrics, and pharmacology domains. Hartford Foundation Center of Excellence Scholar (2012) American Society of Clinical Oncology Merit Award (2011) Resident Teaching Award, University of Chicago (2006) Post-Sophomore Fellowship in Pathology (2003-2004) Russell J. Eilers Scholarship, University of Kansas School of Medicine (2002) Clendening Fellowship in History and Philosophy of Medicine (2002) Dr. Ramsdale is actively involved in clinical care, research, and education. Her work with the Cancer and Aging Research Group demonstrates her commitment to improving care for older adults with cancer. She has contributed to developing telehealth geriatric assessment models and has addressed challenges in cancer care during the COVID-19 pandemic. Her research often focuses on practical interventions that can be implemented in community oncology settings to improve outcomes for elderly patients.

Ute KarlView profile

Professor

• Theories and Methods of Social Work
• Social Support Research
• Migration Studies
• +8 more

Prof. Dr. Ute Karl is a Professor for Cultural, International, and Political Dimensions of Social Work at Evangelische Hochschule Ludwigsburg. She serves as Program Director for the M.A. in Social Work, Promotionsbeauftragte (Doctoral Affairs Coordinator), and co-leader of the E(H)Laboriert project. Her research focuses on migration, aging, qualitative methods, and social work theory. Current Roles: Chairholder, Program Director, Project Co-leader Research Areas: Migration, Aging, Social Policy, Qualitative Methods Her work examines transitions in social work contexts, particularly through publications on topics like care arrangements , care leaver experiences , and migrant aging preferences . She has contributed to international research collaborations and policy analyses. Recent publications highlight trends in social gerontology and care systems , often involving cross-national studies of Luxembourgish populations. Her methodological expertise lies in qualitative research. She actively participates in institutional governance as a member of the Senate and Ethics Committee, and coordinates international student mobility programs through the E(H)Laboriert project.

• Clinical Psychology
• Hoarding Disorder
• Eating Disorders
• +4 more

Jane Scott is a Senior Lecturer in Clinical Psychology at Anglia Ruskin University (ARU), affiliated with the Faculty of Science and Engineering and the School of Psychology, Sport and Sensory Science. She is a registered clinical psychologist with extensive international experience across clinical and academic domains. PhD, University of Cambridge MSc (Clinical Psychology), University of Cape Town Jane's research focuses on hoarding disorder, eating disorders, body image, mental health sequelae of vision loss, and self-reflective practice. She has explored the aetiology of hoarding disorder and predictors of orthorexia nervosa, emphasizing the integration of ethical frameworks in clinical contexts. Her work also addresses the intersection of cognitive behavioral therapy (CBT) training methods and professional regulation. Jane's publications span clinical psychology, ethics, and behavioral studies, with a recurring emphasis on training methodologies and mental health interventions. Her earlier works, though attributed to a different surname in the scraped text, may reflect historical contributions to the field. She has received grants for CBT training research and undergraduate psychology pedagogy. APS Clinical College research award (2016) ACU Learning and Teaching grant (2015) Jane supervises research projects in clinical psychology and contributes to grants focused on psychological education. She is a member of the ARU Centre for Mind and Behaviour and maintains active roles in professional organizations like the British Psychological Society and the British Association of Behavioural and Cognitive Psychotherapy.

• Action Research
• Adult Education
• Vocational Education and Training
• +5 more

Tove Andersen is a PhD candidate and part-time lecturer at Oslo Metropolitan University (OsloMet), affiliated with the Faculty of Education and International Studies. She is actively involved in research on vocational education, adult learning, and language development, particularly focusing on immigrant populations in educational settings. Her research interests include action research, educational didactics, inclusion of minority language speakers, and collaboration between schools and workplaces. She emphasizes language development across subjects, especially in vocational programs, and explores the role of the 'native' researcher in action research contexts. The recent publications and dissemination activities (2023–2025) reflect a strong focus on action research methodology, language competence in vocational education, and the inclusion of adult immigrants. Her work spans empirical studies, theoretical reflections, and practical applications in teacher education and adult learning contexts. She has presented at numerous conferences such as CARN, NordYrk, and Skand-AF, and contributed to public dissemination through YouTube lectures and seminars. Her research aligns with ongoing projects on school-work-life-university collaboration and vocational teacher education. While no formal scientific awards are listed, her sustained scholarly output and active participation in research networks indicate significant contributions to the field of adult and vocational education. Andersen advises no listed students but contributes to academic mentoring through her role in action research projects and teacher education initiatives. She is involved in developing didactic models for institutional collaboration. There is no mention of specific grants, but her work appears supported through institutional research frameworks at OsloMet. She is associated with research groups focusing on cooperation between school, working life, and university, and contributes to projects in vocational teacher education, particularly around organizational and didactic models for collaboration.

• Quality development in continuing education
• Organizational learning
• Individual learning dynamics
• +4 more

Annabel Jenner is a researcher at the German Institute for Adult Education – Leibniz Centre for Lifelong Learning , focusing on quality development and cooperation in continuing education organizations. She holds a PhD in Educational Science from Philipps University Marburg (2016) and a diploma in educational science with specialization in adult education/vocational training from the University of Trier. PhD in Educational Science (2016), Philipps University Marburg Diploma in Educational Science (minor: Sociology, Psychology), University of Trier Her research priorities include: Quality development and cooperation in continuing education Linkage between individual and organizational learning Systems theory applications in adult education Historical and comparative analyses of adult education policy Recent publications analyze quality management in continuing education, longitudinal program analysis, and the interplay between systems theory and organizational learning. She has contributed to the Journal of Continuing Education Research and edited volumes on educational institutions management. Current roles: Research Associate, Department of "Organization and Program Planning", DIE (since 2020) Member, Local Ethics Committee (since 2020) Contributor to EU policy discourse and transatlantic educational research

Patricia SamsonView profile

Associate Professor

• Social Work Education
• Critical Thinking
• Transformative Learning
• +6 more

Patricia Samson is an Associate Professor at the Faculty of Social Work, University of Calgary, Edmonton Campus, where she has been teaching since 2016. With over 28 years of social work practice experience spanning domestic violence, justice support, correctional services, mental health, and community-based healthcare, she brings extensive practical knowledge to her academic role. Her educational background includes: Bachelor of Social Work, University of Windsor (1988) Master of Social Work, University of Windsor (2009) Doctor of Philosophy in Social Work, University of Windsor (2018) Dr. Samson's research focuses on advancing social work education and practice, particularly in teaching and learning, mental health and addictions, and healthcare contexts. Her key research areas include Scholarship of Teaching and Learning, Health, Mental Health and Wellness, and Human Service Organizations and Systems. She is actively engaged in critical thinking and transformative learning in social work education, children and youth mental health, social work field education, and Communities of Practice to support social workers in healthcare settings. Analysis of her publication record reveals a strong emphasis on transformative learning in field education, critical thinking development in social work students, and innovations in social work pedagogy. Her recent work has increasingly addressed pandemic impacts on social work practice and mental health services, particularly for children and youth. Her scientific achievements include: Multiple SSHRC Insight Development Grants as Principal and Co-Investigator (2022-2023) SoTL Grants from University of Calgary (2022) Faculty Publication Awards (2019, 2020) Best Digital Poster Presentation at University of Calgary Conference (2019) Dr. Samson currently leads two major research initiatives: a national SSHRC-funded study on critical thinking and transformative learning in field education, and a transdisciplinary SoTL project examining innovative work-integrated learning models. She serves as Principal Investigator on the Workforce Perceptions of Social Work Professionalism Project and the international Children and Youth Mental Health Project. She maintains active professional affiliations with the Alberta College of Social Workers, Canadian Association of Social Workers, Canadian Association of Social Work Education, and serves as a Research Affiliate with the Glenrose Rehabilitation Hospital in Edmonton.