Find Academic Supervisors

Pia SundqvistView profile

Professor

• Applied English Linguistics
• English Didactics
• Extramural English
• +5 more

Pia Sundqvist is a Professor of English Didactics at the University of Oslo’s Department of Teacher Education and School Research. She previously held positions at Karlstad University (2014–2022) and has 15 years of secondary/high school teaching experience. Her work bridges applied linguistics and pedagogy, focusing on extramural English acquisition, gaming’s role in language learning, and multilingual classroom practices. Affiliations: University of Oslo, Swedish Association of Applied Linguistics (ASLA President 2022–2025), and international editorial boards. Education: PhD in English Linguistics (Karlstad University, 2009). Her research emphasizes informal English learning outside formal education, particularly through gaming and digital media. She co-developed the concept of 'Extramural English' and has explored its impact on vocabulary and oral proficiency. Key areas include: Teacher training in multilingual classrooms. Assessment of L2 oral proficiency. Technology integration in language education (e.g., Virtual Exchange initiatives). Policy implications of starting-age for formal English instruction. Recent trends in articles highlight synergies between in-class and extracurricular learning, reciprocal researcher-student collaboration, and multilingual pedagogy. Her work often bridges theory and practice, offering actionable insights for educators. Professional roles: Editor-in-Chief of ASLA Studies in Applied Linguistics, member of the Flemish Research Council’s Review College, and steering committee member for Nordic language-learning projects. She frequently delivers keynote addresses at global conferences, advocating for informal learning’s role in L2 acquisition. Supervision and grants: Advisor to 12+ doctoral and master’s students, with grants supporting projects like STAGE Flanders (starting ages of L2 instruction) and the ComplEExity Project (extramural activities and writing skills). Labs/teams: Leads the L-LATER (Language Learner and Teacher Research) and ROSE (Research on Subject-specific Education) groups, focusing on multilingual classroom dynamics and teacher-student collaboration.

Maureen SmithView profile

Professor

• Health Services Research
• Healthcare Management
• Telemedicine
• +5 more

Maureen Smith is a Professor in the Department of Industrial and Systems Engineering at the University of Wisconsin-Madison, with a secondary affiliation in Population Health Sciences. Her research focuses on optimizing healthcare delivery systems, with emphasis on care transitions, telemedicine implementation, and addressing health disparities through system-level interventions. She holds a leadership role in applying operations research methodologies to improve outcomes for older adults and patients with chronic conditions. Key areas of expertise include emergency department workflows, post-acute care coordination, and leveraging electronic health record (EHR) data for population health analytics. Her work integrates clinical decision support systems, machine learning models for risk prediction, and collaborative design processes involving patients, clinicians, and policymakers. Recent studies investigate the role of telehealth in reducing disparities for aging populations, long-term outcomes of organ transplantation technologies, and methodological approaches for community-based behavioral interventions. Dr. Smith collaborates across disciplines to advance translational research in healthcare systems engineering and global public health initiatives. Key Projects: Organ Care System lung transplant outcomes Machine learning tools for fall risk reduction in EDs Statewide health disparity reporting frameworks

• Sociolinguistics
• Language Variation and Change
• Second Language Acquisition
• +3 more

Professor Edit Bugge is a sociolinguist at the University of Bergen's Department of Language, Literature, Mathematics and Interpreting, leading the IMPECT research project (2021-2025) funded by the Norwegian Research Council. Her work focuses on language variation/change, citizenship language requirements, and adult second language acquisition, particularly among low-literate migrants. She has managed projects examining Faroese dialect attitudes, Norwegian orthographic reforms, and multilingual early childhood education. Prof. Bugge teaches courses on Norwegian language teaching, sociolinguistics, and research methodology, including courses like UVN801 (Teaching Adult Immigrants Norwegian) and MPUV505 (Educational Research in Practice). Her research bridges linguistic theory with policy, addressing societal impacts of language testing and migration policies. Her research spans sociolinguistic fieldwork in Norway, the Faroe Islands, and South Africa, exploring topics like dialect perception (e.g., Faroese and Shetlandic), language reform implementation (e.g., the Norwegian pronoun 'hen'), and literacy development in marginalized groups. Bugge's interdisciplinary approach combines ethnography, corpus linguistics, and policy analysis to address issues of language as a tool for inclusion/exclusion. Key contributions include scoping reviews of LESLLA research (low-educated second language learners) and critical analyses of citizenship language policies. Recent work highlights migrants' narratives of navigating legal integration systems, revealing systemic barriers faced by low-literacy groups. Her publications span academic journals (e.g., Journal of Sociolinguistics , British Journal of Sociology of Education ) and edited volumes on language education and policy. Bugge actively participates in national/international conferences, delivering keynote addresses on topics like early childhood language socialization and the hidden costs of migration-related linguistic testing.

• Educational Technology
• Physics Education
• Mathematics Education
• +3 more

Knut Bjørkli Rolstad is an Assistant Professor in the Department of Physics at NTNU. He holds an MSc in Physics from NTNU (2005) and specializes in integrating educational technology into teaching and assessment practices. His research focuses on formative assessment, flipped classroom methodologies, and the use of digital tools in STEM education. His teaching includes courses such as Astrophysics (FY2450), Fundamental Physics (FY1010), and Mechanical Physics (FY1001), emphasizing hands-on and technology-driven learning. Rolstad has contributed to multi-campus course design and distance learning initiatives, particularly in vocational education through projects like EVET2Edu. Research highlights include studies on mobile-enhanced assessment (2014), formative assessment practices (2024), and student experiences with flipped classrooms using short videos (2022). His work often explores how technology improves student engagement and learning outcomes in engineering and physics education. Rolstad has presented at international conferences such as SEFI and INTED, focusing on topics like interactive learning environments and student response systems. His efforts extend to outreach activities, including workshops on leveraging modern AV-technology for regional labor market training.

Laurie ScottView profile

Associate Professor

• String Education
• Disability Studies
• Music Education
• +3 more

Laurie Scott is an Associate Professor of Music & Human Learning at The University of Texas at Austin, serving as Director of The University of Texas String Project and the Musical Lives program at UT Elementary School. Her career spans university teaching, K-12 orchestra direction, and advocacy for inclusive music education. Education: Doctor of Philosophy, The University of Texas at Austin Master of Music, The University of Nebraska Bachelor of Music, The State University of New York at Fredonia Research Focus: Prioritizes accessible music education for all learners, including disability-inclusive practices and adult music education. Leads initiatives like Suzuki in the Schools and mentorship for future string educators. Teaching & Advising: Teaches courses such as 'Teaching and Learning in Music' and mentors students becoming professional musicians and educators. Notable former students include top string educators and symphony musicians. Awards: 2023: Marvin J. Rabin National Award (ASTA) 2020: "Texas Ten" Alumni Recognition Creating Learning Community Award (Suzuki in the Schools project) Labs/Teams: Oversees the UT String Project and Musical Lives program, fostering community engagement through orchestral training for elementary students.

Manhal AliView profile

Lecturer

• Organisational Economics
• Managerial Economics
• Health Economics
• +3 more

Manhal Ali is a Lecturer in Human Resource Management at the Leeds University Business School, University of Leeds. His expertise spans Organisational Economics, Managerial Economics, Health Economics, Digital Economy, and Data Science. Previously, he held roles as a Lecturer in Business Analytics at Bournemouth University, Research Fellow at Leeds University Business School, and Post-Doctoral Research Officer at the Oxford Department for International Development, University of Oxford. He holds a PhD from the University of Manchester and an MSc from the University of Bristol. His research focuses on healthcare management, data-driven decision-making, and the application of advanced analytics to solve complex organizational challenges. Notable areas include nurse turnover dynamics, pandemic risk management in low-income countries, and the impact of management practices on healthcare outcomes. Ali's work frequently intersects quantitative methodologies like machine learning and regression analysis with real-world policy issues. His recent research highlights include analyzing workforce disruptions during the pandemic and developing predictive models for healthcare system efficiency. He is affiliated with the Centre for Employment Relations, Innovation and Change at the University of Leeds.

Ryan SukView profile

Assistant Professor

• Cancer Prevention
• Health Economics
• Cost-Effective Analysis
• +6 more

Dr. Ryan Suk is an Assistant Professor at Emory University with a dual appointment: primary in the Center for Data Science at the Nell Hodgson Woodruff School of Nursing and secondary in the Department of Health Policy and Management at the Rollins School of Public Health. They also serve as a Faculty Consultant for Health Economics and Outcomes Research (HEOR) at the Winship Center for Cancer Health Equity Research and as a Fellow of the American Cancer Society HPV Roundtable Emerging Leaders Program. Dr. Suk holds a BBA from Korea University, an MS in Economics from the University of Utah, and a PhD in Health Economics from The University of Texas Health Science Center. Dr. Suk’s research focuses on HPV-associated cancer prevention and control, particularly for under-recognized populations such as 27-45-year-olds for HPV vaccination and individuals aged 66+ for cervical cancer prevention. Their work integrates economic evaluation, community engagement, and decision support tools to optimize resource allocation. Key themes include public discourse around HPV prevention, LGBTQ+ health equity, and spatial analysis of healthcare access. They are deeply committed to mentoring students across disciplines like nursing and clinical fields. Dr. Suk’s articles span HPV-related health disparities, palliative care utilization, and LGBTQ+ cancer policy. Their work has been published in high-impact journals like JAMA Health Forum and JAMA Pediatrics. Awards include the American Cancer Society Fellowship. They also contribute to initiatives like AI.Humanity at Emory, emphasizing ethical AI in healthcare.

Marije VerhageView profile

Associate Professor

• Developmental Psychology
• Parent-Child Attachment
• Meta-Analysis
• +4 more

Marije Verhage is an Associate Professor at the Vrije Universiteit Amsterdam, holding dual affiliations in the Clinical Child and Family Studies department and the APH - Mental Health research group. She also contributes to the LEARN! - Child Rearing initiative. Her research focuses on developmental psychology, parent-child attachment dynamics, and meta-analytic methodologies. She leads the Zooming in on the 'transmission gap' project investigating intergenerational transmission of attachment through individual participant data. Her work addresses topics such as parenting self-efficacy, child temperament, and maternal/father sensitivity using advanced statistical techniques. Key contributions include studies on fear of childbirth’s impact on parenting behavior and the role of attachment quality in child language competence. Received the APA Early Career Outstanding Paper award (2016) Active in interdisciplinary collaborations, including international meta-analyses Teaches Wetenschappelijk Redeneren met de Gehechtheidstheorie (Scientific Reasoning with Attachment Theory) Publications span peer-reviewed journals like Developmental Psychology and Child Development , with open-access contributions emphasizing methodological rigor. Media engagement includes discussions on parenting uncertainties and child-rearing challenges.

Diana HolmqvistView profile

Associate Professor

• Adult Education
• Educational Policy Analysis
• Organizational Studies in Education
• +3 more

Diana Holmqvist is an Associate Professor at Linköping University, affiliated with the Division of Education and Sociology (APS) within the Department of Behavioural Sciences and Learning (IBL). Her research focuses on the marketization of adult education, particularly exploring how public procurement policies impact teachers' work and professional identities. She investigates the consequences of tendering-based systems on educational valuation and organizational dynamics in Swedish municipal adult education. Her teaching includes the Master's Programme in Adult Learning and Global Change, offered collaboratively online with universities in Canada and South Africa. This program addresses global educational trends and equips students to address societal challenges through adult education. Key research areas include educational policy analysis, organizational studies in education, and the intersection of market mechanisms with teacher professionalism. Her work often employs pragmatic sociology and economic convention theories to examine tensions arising from privatization and procurement practices. Professional activities include roles as Conference Administrator for the 3rd International ProPEL Conference (2017), Acting Secretary for ESREA (2016-2017), and Editorial Assistant for European journals (2016-2019). She has reviewed for the Journal of Education Policy and contributes to international scholarly networks. Her division, part of a globally prominent adult education research environment, emphasizes practical educational innovations for sustainable futures. Current projects include developing didactic models for sustainability education and analyzing teacher identity struggles in marketized systems.

Dawn EnglandView profile

Associate Professor

• Educational Equity
• Gender Studies
• International Education
• +3 more

Dawn England is an Associate Professor in the School of Education at the University of Birmingham, where she also serves as Head of Full-Time Postgraduate Taught Programmes. Previously, she held roles in Dubai, including Head of the Dubai Education Department and Academic Lead for the MA Education (Leadership) programme. Her work focuses on global educational equity, gender dynamics, and transnational education leadership. Education: BSc (Hons) from the University of Connecticut (2012), MSc and PhD in Family and Human Development from Arizona State University (2016), MBA from Hult International Business School (2016), and SFHEA (2020). Her research examines barriers to education, gender development, and intervention efficacy in diverse contexts, including Guatemala and the UAE. She has conducted fieldwork in 17 countries and was awarded the US NSF Graduate Research Fellowship. Research initiatives include longitudinal studies on educational interventions in Guatemala, international comparisons of gender norms' impact on education, and leadership for social justice in transnational education. She actively contributes to professional organizations such as the Comparative and International Education Society. Awards: SFHEA (2020) and NSF Graduate Research Fellowship (for international gender studies work). Recent publications address adverse childhood experiences, gender development patterns, and Disney character gender portrayals. She advises on UAE education policy and chairs conferences on equity and child rights.

Lila KossyvakiView profile

Academic

• Autism Spectrum Disorders
• Special Education
• Technology-Enhanced Learning (TEL)
• +6 more

Lila Kossyvaki is an Honorary Senior Research Fellow at the University of Birmingham's School of Education and a member of the Autism Centre for Education and Research (ACER). She holds a B.Ed. from the National and Kapodistrian University of Athens and advanced degrees (M.Ed., PhD) from the University of Birmingham. Her primary research interests focus on autism, severe/profound learning disabilities, technology-enhanced learning (TEL), and participatory action research. She has led or contributed to numerous international projects, including the Transform Autism Education initiative and the ECHOES 2 project. Dr. Kossyvaki is a Chartered Psychologist (BPS), accredited Video Interaction Guidance (VIG) practitioner, and trained in Autism Diagnostic Observation Schedule (ADOS-2). She serves as a governor at Hamilton School and a trustee for the EQUALS charity, advocating for people with profound and multiple learning disabilities (PMLD). Her work bridges academic research with practical interventions, emphasizing inclusive education and family-centered approaches. Her research highlights include exploring telepractice for rural autism support, music-based interventions for PMLD, and cultural aspects of disability education. She supervises doctoral students across disciplines and actively contributes to teacher training programs. Recent publications focus on evidence-based practice in special education and the role of technology in fostering social communication skills.

Lloyd KornelsenView profile

Associate Professor

• Global Citizenship Education
• Human Rights
• Peace and Conflict Studies
• +3 more

Dr. Lloyd Kornelsen is an Associate Professor at the Global College of the University of Winnipeg, specializing in global citizenship education and human rights. He has held multiple leadership roles including Executive Director (Acting) and Associate Chair of the Joint Master’s Program in Peace and Conflict Studies. His work bridges theory and practice, emphasizing curricular connections between high school and university education. Dr. Kornelsen has authored/co-edited books such as *Teaching Global Citizenship: A Canadian Perspective* and *Stories of Transformation*, and his research spans transformative learning, conflict resolution, and democratic citizenship. **Education**: PhD from the University of Manitoba, MA in Adult Education from St. Francis Xavier University, and a BEd (Gold Medal) from the University of Manitoba. **Research Interests**: Global citizenship pedagogy, human rights education, peace and conflict studies, democratic citizenship, and the integration of field experiences into academic programs. His work explores how storytelling and practicum programs foster transcultural literacies and global awareness. **Awards**: Manitoba Education Research Network Award for outstanding research in education and the Clifford J. Robson Memorial Award for teaching excellence. His contributions include developing the Human Rights degree program at Global College. **Grants and Advising**: While no specific grants are listed, his leadership roles in program development and practicum coordination reflect substantial institutional support. He has advised on initiatives linking education to global citizenship and democratic participation. **Labs/Teams**: Central to his work is the Global College’s Human Rights program and its field courses. He collaborates with international educators and organizations, evidenced by his research in Costa Rica, Guatemala, China, and other countries.

Catharine RankinView profile

Professor

• Behavioral Neuroscience
• Cognitive Science
• Developmental Psychology
• +3 more

Dr. Catharine Rankin is a Professor of Psychology at the University of British Columbia, affiliated with the Faculty of Arts and the Centre for Brain Health. Her research focuses on understanding how experience alters the nervous system using the nematode C. elegans as a model. She is renowned for discovering learning and memory capabilities in C. elegans and uncovering genes critical to these processes. Her work spans habituation mechanisms, neuropsychiatric disorders (e.g., Alzheimer’s, Parkinson’s), and developmental effects of ethanol exposure. Education: PhD, City University of New York, 1984. Research Interests: Behavioral Neuroscience, Cognitive Science, Developmental Psychology. Her lab employs genetic, neural circuit, and behavioral analyses to study learning, memory, and the impact of early sensory experience on adult behavior. Key projects include investigating habituation deficits in neuropsychiatric disorders and modeling gene dysfunction using C. elegans . Awards: Gantt Medal (Pavlovian Society, 2024) Killam Research Prize (2004) Killam Teaching Prize (1991) Advising & Labs: Supervises graduate students in Neuroscience, Psychology, and Cell & Developmental Biology. Leads the Behavioral Neurogenetics Lab at UBC, fostering collaborations across Vancouver’s C. elegans research community. Current projects include optogenetic studies of neural circuits and CRISPR-based gene editing. Publications: Over 80 peer-reviewed articles, focusing on C. elegans learning mechanisms, habituation in disease, and high-throughput behavioral analysis.

D. Barry CroomView profile

Professor

• Agricultural Education
• Extension Education
• Educational Leadership
• +4 more

Dr. D. Barry Croom is a Professor in Agricultural Leadership, Education & Communication at the University of Georgia’s Tifton Campus, part of the College of Agricultural & Environmental Sciences. With over 30 years of experience, he has held roles including high school teacher, Extension associate, and Department Head at Oregon State University. His expertise spans agricultural education policy, effective teaching methodologies, and diversity initiatives. Education: He earned a Doctor of Education (1999) from North Carolina State University with a focus on educational leadership, preceded by a Master of Education (1992) and Bachelor of Science (1986) in Agricultural Education. He also holds an Associate of Arts in Pre-Education (1984). Research Interests: Croom focuses on teacher effectiveness, career and technical education policy, and diversity in agricultural education. His work emphasizes experiential learning, program evaluation, and youth development through initiatives like FFA and 4-H. He has authored two textbooks and over 40 peer-reviewed publications. Awards: Notable recognitions include the Alumni Distinguished Undergraduate Professor title at NC State and the Honorary American FFA Degree. His outreach efforts include leadership roles with the Oregon Team AgEd Board and North Carolina Farm Bureau Institute. Teaching & Leadership: He has taught over 30 courses at undergraduate and graduate levels, covering leadership, instructional methods, and program planning. His current role at UGA emphasizes agricultural education program leadership and curriculum development. Publications: His recent research explores farmer perceptions of extension services, stress mitigation strategies, and barriers faced by underrepresented groups in agriculture. He also investigates the historical foundations of agricultural education and modern policy challenges.

Karen Moran JacksonView profile

Associate Professor

• Educational Psychology
• Assessment
• Multicultural Research Methodologies
• +4 more

Karen Moran Jackson is a Graduate Associate Professor of Educational Psychology and Assessment at Soka University of America, where she has taught since 2017. Her work bridges adolescence development, multicultural research methodologies, and policy analysis, focusing on educational equity for marginalized communities. Education: PhD in Educational Psychology (Human Development, Culture, and Learning Sciences, Portfolio in Applied Statistical Modeling), The University of Texas at Austin, 2014 MA in Educational Psychology (Human Development and Culture), The University of Texas at Austin, 2011 BS in Biology (High Distinction, Concentration in Ecology and Evolution), University of Nevada, Reno, 1997 Research Interests Karen's research explores: The role of research methodology in social and policy change. The development of adolescent attitudes and interests in spaces that marginalize adolescents of color. Integration of Geographic Information Systems (GIS) in education research. STEM identity formation, particularly among Latina adolescents. Financial socialization in Black emerging adults. Recent Publications Her recent work focuses on mixed methods research, educational equity, and the impact of teacher and parental perceptions on marginalized students' academic outcomes. Key trends include addressing racial ideology, STEM career goals, and socioeconomic disparities in education. Courses Taught At Soka University, Karen teaches Educational Research Methods , Educational Assessment: Institutions, Programs, and Learners , Psychology of Education , and Curriculum: Status, Issues, and Trends .