Find Academic Supervisors

Jan Philipp SchuchardtView profile

Professor

• Omega-3 Fatty Acids
• Nutrition Physiology
• Human Nutrition
• +5 more

Prof. Dr. Jan Philipp Schuchardt is a Professor at the Department of Nutritional Physiology and Human Nutrition within the Institute of Food and One Health at Leibniz University Hannover's Faculty of Natural Sciences. His office is located at Am Kleinen Felde 30, 30167 Hannover (Building 2705, Room 238/239). He holds multiple administrative positions including Accreditation Officer for Food Science, BAFÖG Officer for Food Research and Development, Safety Officer for the Institute of Food Science and Human Nutrition, and Department Student Advisor for Food Science. Dr. Schuchardt's research primarily focuses on omega-3 fatty acids , nutritional physiology , and human nutrition . His work investigates the bioavailability of EPA and DHA, the relationship between omega-3 status and metabolic health, cognitive function, and inflammation. He has conducted extensive research on the Omega-3 Index across different populations including German women, elderly subjects, and Palestinian university students. His studies often examine how dietary interventions, particularly with marine oils like Calanus oil, fish oil, and krill oil, affect physiological markers related to glucose homeostasis, inflammation, and cognitive health. His publication record demonstrates a strong focus on nutritional epidemiology, with numerous studies examining population-level patterns of nutrient status. Recent work includes the 'Omega-3 world map: 2024 update' which provides a global perspective on omega-3 status across different countries. His research frequently employs advanced methodologies including machine learning techniques to identify patterns between nutrient intake and health outcomes. Dr. Schuchardt actively supervises doctoral students, bachelor's and master's theses as indicated on his institutional profile. His collaborative work spans international boundaries with research conducted in Germany, Palestine, and through analysis of large datasets like the UK Biobank.

Valentina Lucia La RosaView profile

Research Fellow

• Psychology of pregnancy and motherhood
• Sociocultural influences on health
• Mother-child attachment
• +3 more

Valentina Lucia La Rosa serves as a Research Fellow at the Department of Humanities and Social Sciences, University of Catania, under the scientific direction of Elena Commodari. Her research focuses on the intersection of psychological development and sociocultural contexts during critical life stages. Her primary research areas examine symbolic representations of pregnancy and motherhood across gestational and postpartum periods, with emphasis on cross-cultural comparisons of women's experiences in European populations. She investigates sociocultural variables influencing maternal health outcomes, mother-child attachment formation, and psychological impacts of global crises like the COVID-19 pandemic on childbirth experiences. Methodologically, she employs mixed approaches including qualitative analysis, cross-sectional studies, and longitudinal assessments to explore developmental psychology within diverse family systems. Recent publications demonstrate consistent thematic focus on maternal-infant well-being, with escalating attention to pandemic-related psychological challenges since 2020. Her work bridges clinical psychology and public health through analyses of attachment mechanisms, sociocultural determinants of health, and crisis response in vulnerable populations. Cross-cultural methodology remains central to her examination of how societal structures shape individual psychological experiences during reproductive transitions.

Joanne SteelView profile

Lecturer

• Adult neurogenic communication disability
• Cognitive communication
• Discourse analysis
• +3 more

Dr. Joanne Steel is a Lecturer in Speech Pathology within the School of Health Sciences at the University of Newcastle, Australia. She is a Certified Practising Speech Pathologist with over ten years of clinical and research experience working with adults in acute, inpatient and outpatient hospital settings and the community. Dr. Steel is also the co-founder of BRAINSPaN (Brain Impairment Clinician and Researcher Peer Network), a multidisciplinary network with over 700 members across Australia that facilitates knowledge sharing between clinicians and researchers in the brain impairment field. Dr. Steel earned her Doctor of Philosophy and Bachelor of Speech Pathology (Honours) from the University of Newcastle, where she was awarded the University Medal in 2010. Her academic journey has been focused on improving outcomes for adults with acquired neurogenic communication disabilities, particularly after traumatic brain injury or stroke. Dr. Steel's primary research area is the assessment and treatment of cognitive and social communication disorders after traumatic brain injury (TBI), with a specific focus on management for people with severe injury in the early stages of recovery. Her work addresses the complex challenges of assessing communication changes following brain injury, which requires close collaboration with both the affected individuals and their family members. A significant portion of her research has examined how to improve narrative discourse abilities (such as telling stories and giving explanations) for people with TBI, recognizing that impairment in this fundamental social skill negatively impacts relationships and employment opportunities. Her research program demonstrates a clear progression from foundational work on cognitive communication assessment during post-traumatic amnesia to the development of innovative assessment methods and interventions for narrative discourse after TBI. Recent work focuses on visual discourse elicitation materials, speech-language pathologists' clinical practices, and the development of narrative discourse interventions for patients in early recovery stages. This research aligns with UN Sustainable Development Goal 3 ("Good Health and Well-being") through its focus on improving communication outcomes for people with traumatic brain injury. Dr. Steel's scientific recognition includes the University Medal from the University of Newcastle (2010). She has secured multiple research grants, including the SHS Research Support grant (2024), Faculty of Education and Arts New Staff Grant (2021), and conference travel grants to present her work at national and international conferences. As an educator, Dr. Steel has developed two core courses in the Speech Pathology program and coordinates and lectures in courses covering adult language disorders, adult speech disorders, clinical practice, and research review. She currently serves as Principal Supervisor for a PhD student researching "Speech Pathology Intervention For Cognitive Communication Disorders Post-Traumatic Brain Injury Within Inpatient Rehabilitation Settings." Her research collaborations include work on the SafetyCatch app for hospital communication safety, the international TBIBank Grand Rounds digital health resource, and her co-founded BRAINSPaN network. Through BRAINSPaN, Dr. Steel has created a sustainable platform for multidisciplinary collaboration in brain impairment research and practice. The network has successfully increased multidisciplinary collaboration, knowledge sharing, and skill development around cognitive rehabilitation, with members reporting significant benefits from connecting with this professional community.

Kathie CarpenterView profile

Professor

• Childhood Studies
• Southeast Asian Studies
• Children's Museums
• +2 more

Kathie Carpenter is a Professor at the School of Global Studies and Languages , University of Oregon, specializing in childhood studies, Southeast Asian cultures, and children's museums. Her research bridges cross-cultural analysis with social justice frameworks. Education: Ph.D. in Linguistics, Stanford University (1987) Her work critically examines: Orphanage tourism in Cambodia Cultural preservation through children's museums Child development in institutional settings Volunteering ethics in cross-national contexts Language acquisition and cognitive development Recent publications analyze children's museum methodologies, orphanage tourism ethics, and comparative volunteering practices. Key themes include cultural reciprocity, institutional critique, and child-centered epistemologies across global contexts. Contact: kathiec@uoregon.edu | Office: 356 PLC, Eugene OR

Lauren ForrestView profile

Assistant Professor

• Clinical Psychology
• Eating Disorders
• Suicidal Thoughts and Behaviors
• +6 more

Dr. Lauren Forrest is an Assistant Professor in the Psychology Department within the College of Arts and Sciences at the University of Oregon. She leads The Forrest Lab , dedicated to determining how suicide and eating disorders can be effectively predicted, treated, and prevented. Her research focuses on understanding the complex interplay of factors contributing to these devastating conditions, with particular attention to minoritized groups experiencing disproportionate burdens. Dr. Forrest's work operates at the intersection of clinical science, advanced quantitative methods, and health equity. Dr. Forrest earned her PhD in Clinical Psychology from Miami University in 2020, completed her Predoctoral Clinical Internship at Yale School of Medicine in 2020, and received her Bachelor of Science in Psychology from the University of Utah in 2012. Her academic trajectory reflects a strong commitment to both clinical training and advanced methodological sophistication. Dr. Forrest's research program addresses critical questions in clinical psychology through four interconnected content areas. Her work on network models statistically examines how symptoms inter-relate and potentially cause one another in eating disorders. In machine learning and data-driven models , she applies advanced quantitative methods to predict difficult-to-predict outcomes like eating disorder severity and suicide. Her research on inequities and disparities focuses on risk processes across levels of influence, particularly through an intersectionality lens. Most significantly, her lab is dedicated to studying suicidal thoughts and behaviors and eating disorders within the LGBTQIA+ community , where these conditions disproportionately impact individuals but research representation is severely lacking. Dr. Forrest's publication record demonstrates a strong trajectory of impactful research with increasing focus on intersectionality. A notable trend across her publications is the application of sophisticated methodologies including network analysis, machine learning, and advanced statistical modeling to address complex questions about the structure, prediction, and treatment of mental health conditions. Her work increasingly examines how gender, sexual orientation, race/ethnicity, and rurality interact to create unique risk profiles for suicide and eating disorders. Dr. Forrest actively mentors doctoral students and research coordinators in her lab at the University of Oregon. Her current team includes PhD students Haley Henriksen, Griffin Kreit, Devon Peterkin, and research coordinator Cassidy Martens. She maintains connections with alumni affiliates including Ayla Gioia, PhD. Dr. Forrest seeks students with strong research experience, statistical sophistication, and commitment to addressing health inequities, though she is not accepting new clinical psychology PhD students for Fall 2026. Dr. Forrest's lab is currently engaged in several major projects including research on acute, person-specific suicide risk processes in rural sexual minority adults; momentary suicide risk processes in trans people; a systematic review of short-term predictors of suicidal thoughts and behaviors; and advanced quantitative methods applied to eating disorder research. Her lab maintains a strong commitment to diversity, equity, and inclusion, recognizing that diverse perspectives benefit psychological science and that the field must do better to train individuals from historically excluded groups.

• Online Education
• Educational Assessment
• Student Belonging in Higher Education
• +3 more

Julie Matuga is a Professor at Bowling Green State University (BGSU) in the School of Counseling, Higher Education, Leadership and Foundations within the College of Education & Human Development. She has held significant administrative roles including Vice Provost for Institutional Effectiveness (2017-2019) and Associate Dean for Assessment, Research and Technology (2010-2012). Her educational credentials include: Ph.D. in Educational Psychology (Learning, Cognition & Instruction emphasis) from Indiana University (1999) M.S. in Curriculum & Instruction (Art Education) from Indiana University (1999) B.S. in Curriculum & Instruction (Art Education) from Indiana University (1990) Matuga's research centers on online education , with emphasis on self-regulation and student learning in digital environments. She pioneers work in educational assessment for institutional improvement, student belonging in higher education, and women's academic leadership . Her scholarship bridges Vygotskian theory with practical applications in educational technology and policy reform. Her publication record (2006-2019) reveals consistent focus on online learning quality assurance, data-driven assessment practices, and leadership development. Key patterns include longitudinal studies on self-regulation mechanisms, frameworks for institutional data utilization, and intersectional analyses of gender/racial barriers in academia. Matuga has secured substantial external funding: The CTC Belonging Project (2015, PI) IDEAL-N NSF grant ($27,000, 2015, Co-PI) BGSU ALLIES NSF grant ($984,484, 2018-2021, Co-PI) She mentors graduate researchers through EDFI 6900: Directed Research and doctoral committees, focusing on educational psychology and assessment methodologies. She directs critical university initiatives including the College Transition Collaborative (CTC) and BGSU's Graduate K-12 Online Teaching and Learning Certificate program, driving systemic innovation in educational practice.

Jeroen RozendaalView profile

Professor

• Educational Research
• Collaborative Learning
• Teacher Professional Development
• +6 more

Dr. Jeroen Rozendaal is a Professor of Collaborative Research at Rotterdam University of Applied Sciences . His work centers on empowering teacher teams to improve educational quality through practice-based research, focusing on the development of research skills, self-regulated learning, and alignment of stakeholder perspectives. He leads the Knowledge Centre for Talent Development ’s Lectorate of Collaborative Research and contributes to NRO-funded studies on research-based education in secondary vocational and primary schooling. Current role: Professor of Collaborative Research Past roles: Senior Lecturer in Practice-Based Research, Lecturer in Learning and Innovation (Rotterdam University of Applied Sciences) Research Interests Collaborative Teacher Research Practice-Based Methodology Self-Regulated Learning Part-Time Education Innovation Vertical Alignment in Educational Organizations Publications highlight collaborative research strategies, online education frameworks, and curriculum integration for vocational and higher education. His work emphasizes actionable knowledge creation through iterative processes involving educators and stakeholders. As an editor for the Journal for Educational Practice Studies and knowledge broker at the NRO Kennisrotonde, Rozendaal bridges research and practice. He earned his PhD from Leiden University in 2002, studying motivation and information processing in vocational students.

Jennifer A. H. BeckerView profile

Associate Professor

• Interpersonal Communication
• Applied Communication
• Community-Based Research
• +3 more

Jennifer A. H. Becker is an Associate Professor in the Department of Communication at the University of Texas at San Antonio , part of the College of Liberal and Fine Arts. Her research focuses on interpersonal communication, applied communication, community-based research, family communication, health communication, and communication pedagogy. Education: Ph.D. in Communication, University of Oklahoma (2005) M.A. in Communication, Ball State University (1999) B.A. in Communication and Psychology (double major), Winona State University (1998) Research Interests encompass interpersonal communication in relational and applied contexts, with recent work exploring community strengths, online teaching methodologies, and honors education. She utilizes both quantitative and qualitative methods to analyze interpersonal dynamics in diverse settings. Publications highlight trends in interpersonal communication pedagogy, long-distance relationships, defensive communication in romantic contexts, and community-based applications of communication theory. Her scholarship appears in outlets like the Journal of Communication Pedagogy , Journal of Social and Personal Relationships , and Communication Monographs . Teaching Experience spans undergraduate and graduate levels, including honors courses, service-learning, and hybrid modalities. She has taught courses in interpersonal communication, relational communication, family communication, human communication theory, and research methods.

Patrizia SposettiView profile

Associate Professor

• Educational Systems Evaluation
• Pedagogy
• Early Childhood Education
• +6 more

Patrizia Sposetti is an Associate Professor in the Department of Pedagogy, Psychology and Social Sciences at Sapienza University of Rome. Previously, she worked as a researcher at ISTC-CNR (Institute of Cognitive Sciences and Technologies - National Research Council) in Rome. Her academic career spans decades of research and evaluation work focused on educational systems, with particular emphasis on monitoring and evaluation methodologies, educational writing practices, and academic and school career development. Professor Sposetti's research interests center on the qualitative and quantitative analysis of educational systems as they relate to educational planning. She has conducted extensive operational research in early childhood education (0-6 age group), inclusive education practices, teacher training, and educational documentation. Her work demonstrates a strong commitment to developing observational tools and interpretative patterns for educational evaluation. A significant portion of her recent research focuses on peer mentoring models in academic settings and the evaluation of educational actions without traditional grading systems. Analysis of her recent publications (2024-2025) reveals a consistent focus on early childhood education systems, professional competencies of educators, and inclusive educational practices. Her work frequently examines the integrated education system for children from birth to age six, with particular attention to Rome's educational services. She has developed specialized research on documentation methods for educational evaluation and peer mentoring as an alternative assessment approach in higher education. Her publications often address the challenges of educational planning during crisis situations, including the pandemic's impact on early childhood services. Professor Sposetti has been actively involved in mentoring students through research exercises and peer mentoring programs at Sapienza University. Her work on academic assessment without traditional grading reflects innovative approaches to educational evaluation. She has collaborated extensively with colleagues like Giordana Szpunar, Maria Grazia Rionero, and Sara Gabrielli on numerous research projects related to educational systems and professional competencies.

• Educational Psychology
• Teacher Education
• Assessment and Testing
• +5 more

Elaine Radmer, Ph.D., serves as an Associate Professor in the Teacher Education department within the School of Education at Gonzaga University. Her academic work critically examines test-based education reform, organizational accountability, and societal inequities in schooling systems. Her educational background includes: Ph.D. in Educational Psychology, Washington State University M.A. in International Studies and Teaching English as a Second Language, Wheaton College B.A. and B.S. in Education & Biology, Eastern Washington University A.A., Walla Walla Community College Radmer's research interrogates unexamined assumptions in educational institutions and explores how humans learn in social settings beyond formal schools. She champions collaborative inquiry into assessment practices and investigates culturally responsive pedagogy, particularly through young adult literature's impact on reading comprehension. Her work consistently addresses power dynamics, privilege, and strategies for making schools responsive to diverse learners. Her publication trajectory reveals evolving focus from classroom-level assessment (2012-2017) toward systemic leadership and equity (2018-2024), with recent emphasis on data-informed attendance systems, culturally intelligent leadership, and perseverance in re-engaged students. This progression demonstrates increasing engagement with institutional change while maintaining core commitments to equity and teacher empowerment. No major scientific awards are documented in available sources. Radmer actively mentors student researchers, as evidenced by asterisked co-authors across her publications spanning literacy, mathematics education, and leadership studies. Her collaborative projects with colleagues like Darragh, Garoui, and Conlin reflect sustained engagement with K-12 practitioners, though specific grant funding details aren't provided. Conference presentations at AERA and WERA demonstrate consistent scholarly dissemination. Her work involves cross-disciplinary partnerships with librarians, mathematics educators, and literacy specialists through professional organizations including AERA and WERA, focusing on practical applications of research in school settings.

• Work Inclusion
• Supported Employment
• Social Sciences
• +5 more

Kjetil Frøyland is a Senior Researcher at the Center for Welfare and Working Life Research at Oslo Metropolitan University. With a background in social work and history of ideas, he focuses on work inclusion for vulnerable groups, supported employment models, and social policy interventions. Research Themes : Work inclusion, supported employment, vulnerable youth, early intervention, substance abuse prevention Projects : Youth inclusion in rural areas, IPS-ung evaluation, ExitAge, Work in Progress (Portugal), ENGAGE program His methodological expertise spans case studies, qualitative interviews, field observations, and mixed-methods approaches. Recent publications analyze workplace resistance to disability inclusion, fidelity of employment programs, and sustainable work integration strategies. Publications : 32 scientific works, 39 research reports Leadership : Extensive experience in cross-sectoral organizational leadership

• Norwegian as a second language
• Children's language development
• Multilingualism
• +3 more

Elena Tkachenko is a Lecturer at Oslo Metropolitan University, affiliated with the Faculty of Teacher Education and International Studies and the Department of Primary and Vocational Teacher Education, where she serves as Study Leader for Area 3. Based at Pilestredet 42, 0167 Oslo, she maintains active research and teaching responsibilities focused on language education. Dr. Tkachenko holds a degree in Applied Linguistics from St. Petersburg State University, which forms the foundation of her expertise in language acquisition and multilingual education. Her academic journey has centered on practical applications of linguistic theory in educational settings, particularly within Norwegian contexts. Her primary research interests include Norwegian as a second language, children's language development, and multilingualism, with special attention to translanguaging practices in early childhood education. Dr. Tkachenko conducts research on multilingual children, students, and staff, collaborating closely with practitioners to develop effective multilingual practices in education. Her work examines how linguistic diversity can be leveraged as a resource rather than a challenge in learning environments, particularly focusing on newly arrived immigrant populations including Ukrainian children in Norway. Analysis of Dr. Tkachenko's recent publications reveals a strong trajectory toward understanding how educational institutions can better support multilingual development through teacher training, policy implementation, and classroom practices that validate students' full linguistic repertoires. Her work spans Nordic early childhood education settings, examining translanguaging strategies, language policy implementation, and the use of AI in second language learning, demonstrating practical applications of theoretical frameworks in real educational contexts. Dr. Tkachenko actively contributes to research projects including the current pilot project on 'Second language students' use of AI and the use of AI in second language learning' and previously contributed to 'Increased quality in early literacy education in Ethiopia.' She regularly presents her findings at international conferences and participates in professional development seminars for educators. She is a member of the research groups 'Beginner training' and 'Cultural diversity and multilingualism in a global perspective,' where she collaborates with colleagues on advancing understanding of inclusive educational environments. Her work with language helpers and minority language assistants demonstrates her commitment to practical, community-based approaches to language education.

Courtenay Frazier NorburyView profile

Professor

• Developmental Language Disorder
• Language Disorders
• Social Communication
• +3 more

Courtenay Frazier Norbury is Professor II at the University of Oslo's Department of Special Needs Education (part-time) and Professor of Developmental Disorders of Language and Communication at University College London. She holds a DPhil in Experimental Psychology from the University of Oxford (2004), an MSc in Clinical Communication Sciences from City University London (1998), and a BA in Communication Disorders from the University of New Mexico (1992). She is registered with the Health Professions Council and Royal College of Speech and Language Therapists. Her research examines language disorders across clinical conditions, focusing on Developmental Language Disorder (DLD) and its impact on social, academic, and cognitive development. She leads the SCALES study, the UK's first epidemiological study of language disorders in school children, which identified 7.58% prevalence of DLD. Her work emphasizes early identification and longitudinal outcomes. Recent publications (2019-2025) cluster around: Interventions for language disorders in neurodevelopmental conditions Mental health correlates of communication disorders Predictive relationships between language and social-emotional development Innovative methodologies for minimally verbal populations Awards and honors: Fellowship, Royal College of Speech & Language Therapists (2017-18) British Academy Mid-Career Fellowship (2016) Neil O’Connor Award, British Psychological Society (2004) Multiple teaching prizes including UCL Inspirational Teaching nomination She oversees doctoral projects on stammering-mental health links and minimally verbal autism. Major grants include ESRC funding for predictive language-mental health relationships (£942,047) and Wellcome Trust support for SLI comorbidity studies.

Elena PapanastasiouView profile

Professor

• Educational Research
• Quantitative Methods
• Assessment
• +8 more

Professor Elena Papanastasiou is the Dean of the School of Education at the University of Nicosia, Cyprus, where she teaches Educational Research , Quantitative Methods , and Assessment . She holds a PhD in Measurement and Quantitative Methods from Michigan State University (2001) and an Honors B.Sc. in Elementary Education from Pennsylvania State University (1996). Her research focuses on educational assessment , structural equation modeling , multilevel modeling , and mixed methods research , with applications in international assessments like TIMSS and IEA . Recent publications analyze generative AI in education , test-taking metacognition , student well-being , and international schooling contexts in Cyprus, Europe, and the USA. She serves as Cyprus’ General Assembly representative in IEA and is a member of the IEA Standing Committee and Publications Committee , as well as the Professional Development Committee of the Association for Educational Assessment. Her consulting work on methodological frameworks supports research teams globally, emphasizing advanced statistical analysis and educational policy development.

• Criminology
• Disability Studies
• Social Work
• +5 more

Professor Stephen Macdonald is Professor of Criminology and Disability Studies in the Department of Sociology, Durham University, and Fellow of the Institute for Medical Humanities. Since arriving at Durham in 2021 he has served as Level-3 BA Criminology Year Tutor (Terms 2 & 3) and teaches across both undergraduate and postgraduate criminology programmes. Education & Career Path PhD, Newcastle University (2006) MSc Social Research (Criminology specialism) BA Criminology Professor of Social Science & Head of Centre of Applied Social Sciences (CASS), University of Sunderland (prior to 2021) Research Focus Macdonald’s scholarship sits at the intersection of Disability Studies , Criminology and Social Work . Recent projects investigate the everyday violence and hate crime faced by disabled people, the phenomenon of “cuckooing” (home takeovers), neurodiversity and pathways into offending, and the disabling effects of poverty, homelessness and social exclusion. His work deploys critical disability theory to re-frame criminological questions around victimisation, state violence and structural inequality. Key thematic strands include: Disability hate crime & mate crime Neurodiversity, dyslexia and criminal justice Homelessness, social deprivation and offending Adult safeguarding and coercive control Digital inclusion/exclusion for disabled populations Publications & Intellectual Contributions Across more than 50 peer-reviewed articles, books and chapters, Macdonald has advanced a distinctive dis/ableist criminology that foregrounds disabled voices and lived experience. His 2024 article in Disability and Society on “domestic colonisation” reframes home-based hate violence as a form of spatial domination, while his 2023 piece in Sociological Research Online re-theorises repeat hate incidents as ongoing coercive relationships. These works consolidate a research trajectory that combines empirical rigour with critical theoretical innovation. Honours & Esteem 2022 British Society of Criminology Hate Crime Network Journal Prize Associate Editor, Scandinavian Journal of Disability Research (2021–present) Fellow of the Higher Education Academy (2010) Member of the British Society of Criminology Doctoral Supervision & Research Leadership Macdonald currently supervises postgraduate researchers including Esther Outram . He has led multiple funded projects on disability, hate crime and policing, collaborating with regional police forces, third-sector organisations and health services to translate research into policy and practice. Research Group & Collaborations He is affiliated with Durham’s Institute for Medical Humanities and works closely with interdisciplinary teams across criminology, sociology and social policy. Recent collaborations include the ESRC-funded “Improving Responses to Hate Relationships” project with Durham and Northumbria Universities.