Find Academic Supervisors

• Lifelong Learning
• Digital Transformation in Education
• Vocational Education and Training
• +4 more

Tarja Irene Tikkanen is a Professor in Education at the University of Stavanger's Faculty of Educational Sciences and Humanities, affiliated with the Department of Primary Teacher Education, Sports and Special Education. She earned her PhD from the University of Jyväskylä (Finland) in 1998 and attained full professorship in 2011. Her international roles include representing the University of Stavanger in the European Consortium of Innovative Universities (ECIU) and holding editorial positions at the International Journal of Lifelong Education . Her research explores lifelong learning in working life contexts, with emphasis on: Digital transformation in education and technology-rich workplaces Professional Digital Competence (PDC) development for educators Vocational education pathways for at-risk youth Organizational learning and Nordic skills ecosystems She leads multiple EU and Nordic projects examining technology-enhanced learning and social inclusion. Her publications demonstrate strong focus on vocational education systems, digital competence frameworks, and comparative Nordic-Baltic studies, with recurring themes of social inclusion, teacher development, and policy implementation across 25+ years of research. Awards include the Fulbright Scholarship (1992-93) at University of Michigan She coordinates significant international collaborations like Horizon Europe's SKILLS4JUSTICE (2023-2026) and Erasmus+'s NOTELEB. Current work emphasizes multi-country partnerships for teacher education innovation and migrant skills development.

John GabrieliView profile

Professor

• Neuroscience
• Educational Neuroscience
• Developmental Psychology
• +8 more

John Gabrieli is a Grover Hermann Professor of Health Sciences and Technology and Professor of Brain and Cognitive Sciences at MIT. He leads the Gabrieli Lab, focusing on understanding how the human brain supports learning, cognition, and emotion through neuroimaging and behavioral studies. His roles include Director of the Athinoula A. Martinos Imaging Center and the MIT Integrated Learning Initiative (MITili), and Core Faculty at the Institute for Medical Engineering and Science. His work spans developmental neuroscience, personalized medicine, and neurodiversity, with a focus on translating findings into educational and clinical practices. Directorships: Martinos Imaging Center, MITili Core Faculty: IMES Research Interests: Neural basis of learning in children , including reading difficulties and early interventions; personalized medicine via neuroimaging for depression and anxiety; autism and neurodiversity; mindfulness and its cognitive benefits. His lab explores brain networks for language, emotion regulation, and social cognition. Recent work highlights socioeconomic disparities in learning, speech timing in autism, and machine learning for therapy prediction. He collaborates across disciplines to advance neuroscience applications in education and mental health. Awards: While no specific awards are listed, his contributions have earned recognition through MIT and academic leadership roles. Grants & Advising: Extensive NIH-funded projects on developmental disorders and neuroimaging techniques. Advises on educational policies and tech interventions for at-risk learners. Labs/Teams: Gabrieli Lab, MITili, and collaborations with Harvard and Boston-area institutions. Research emphasizes translational science bridging basic neuroscience and real-world applications.

Kouli OlgaView profile

Associate Professor

• Physical Education Pedagogy
• Multicultural Education
• Crosscultural Sport Psychology
• +3 more

Dr. Kouli Olga is an Associate Professor at the Department of Physical Education and Sport Science, Democritus University of Thrace (Komotini, Greece). She specializes in multicultural pedagogy within physical education, emphasizing cross-cultural adaptation and environmental education. Her roles include teaching courses like Pedagogy , Physical Education in Preschool , and Multicultural Class Management . She holds a PhD in Physical Education & Sports (2004) with research focusing on ethnic identity and environmental perception in education. Research: Her work addresses multicultural education, physical activity's role in health, and early childhood development. Notable projects include the Erasmus+ funded 'Improving Functionality Through Tourism' (2018-2020) and contributions to national programs like 'Kallipateira'. Publications: Over 50 peer-reviewed articles and books, including Physical Education at the Beginning of the 21st Century (2017) and studies on multicultural physical education practices. Her work often bridges cultural diversity, environmental awareness, and motor skill development. Grants & Training: Led workshops on Olympic Education (2001-2006), designed national curriculum materials, and trained educators in multicultural teaching strategies. Active in teacher training programs for foreign learners and special education needs. Labs/Teams: Collaborates with the Hellenic Academy of Physical Education and the University of Thessaly on curriculum development and research initiatives. Her work integrates sport psychology, pedagogy, and environmental education across diverse populations.

Lily LiangView profile

Professor

• AI
• Cybersecurity
• Computer Science Education
• +3 more

Dr. Lily Liang is a Professor in the Department of Computer Science and Information Technology at the University of the District of Columbia (UDC), affiliated with the School of Engineering and Applied Sciences. She holds leadership roles including Director of the Master of Science in Computer Science Program (2010-14; 2017-Present) and former Department Chair (2014-16). Education: PhD in Computer Science and Engineering from the University of Nevada, Reno. Research focuses on AI, cybersecurity, and computer science education with an emphasis on K-12 outreach, student mentorship, and broadening STEM participation. Notable projects include Minecraft-based learning initiatives and community partnerships to engage female students in robotics. Publications emphasize educational innovation and cybersecurity solutions, such as deepfake detection methods and curriculum development for underrepresented groups. Awards: 2014 Outstanding University Service Award, 2012 Myrtilla Miner Faculty Fellow Grants: Multiple NSF grants for cybersecurity education and HBCU partnerships Leadership: Led UDC's Learning and Development initiatives (2014-15) and served on NAS/NAE/IOM committees Labs/Teams: Active in interdisciplinary initiatives promoting computational literacy and inclusive tech ecosystems.

• Midwifery
• Physiologic Birth
• Health Disparities
• +3 more

Becky Hertogs is a Midwifery Lecturer at the HAS - Nursing and Midwifery department of the University of the West of England (UWE Bristol). She holds qualifications including RM, ADN, BSc Hons, and MSc in Midwifery. Previously, she served as an adjunct professor in the Midwifery Institute of Philadelphia University (now Thomas Jefferson University) and worked as a women's health nurse practitioner specializing in midwifery. Her expertise spans physiologic birth in high-risk contexts, autonomy and consent in childbirth, racial disparities in healthcare, NHS workplace culture, and women's sexual health (e.g., LARCs, menopause). She emphasizes empowering students to become autonomous learners through her teaching philosophy. No scientific awards or publications are listed in her profile. She has no recorded grants or advising roles, though her clinical experience spans 15 years.

• Digital Health
• Diabetes self-management
• Health inequalities
• +9 more

Dr. Ilhem Berrou is a Senior Lecturer in Applied Pharmacology at the University of the West of England (UWE Bristol), affiliated with the HAS - Nursing and Midwifery department. Her work bridges clinical practice and academic research, focusing on primary care pharmacy, health inequalities, and digital health innovation. Her research addresses critical issues such as diabetes and hypertension management, particularly for minority ethnic communities and individuals with learning disabilities. Key areas include intervention co-design with patients, digital inclusion/exclusion in healthcare, and antimicrobial stewardship. She actively contributes to policy-relevant studies on vaccination programs and health system responses to pandemics. Dr. Berrou’s publications span AI-driven healthcare solutions (e.g., surgical tool classification), mobile health app efficacy, and deprescribing practices for elderly populations. Her work emphasizes participatory approaches (PPIE) to ensure healthcare interventions are equitable and accessible. Though no formal awards are listed, her impactful research on health disparities and technological adoption reflects significant contributions to global health equity efforts. She advises students on prescribing qualifications and clinical pharmacology topics, with a strong focus on training future healthcare professionals in inclusive practices.

Emily B. CampbellView profile

Assistant Professor

• Political Sociology
• Cultural Sociology
• Drug Overdose Crisis
• +5 more

Emily B. Campbell is an Assistant Professor in the Department of Sociology at Rhode Island College, with prior teaching appointments at College of the Holy Cross, Lehman College (CUNY), and public bilingual education in Spain. Her office is located in Gaige Hall, and she can be contacted at ecampbell1@ric.edu. Education: Postdoctoral Fellow, Johns Hopkins University, SNF Agora Institute Ph.D., City University of New York Graduate Center M.A., M.Phil, City University of New York Graduate Center B.A., Indiana University, Bloomington (Departmental Honors) Professor Campbell's research program centers on two interconnected strands: (1) the sociopolitical role of grief in the drug overdose crisis through multi-year New England ethnography, and (2) democratic revitalization in plural societies via comparative case studies. Her international research experience includes fellowships at Ruhr-University Bochum (Germany) and Mexico City. She examines how communities navigate crises through cultural frameworks, religious practices, and collective action, with particular focus on grief as a political catalyst and democracy as a lived practice. Her scholarly output reveals consistent engagement with contemporary sociopolitical tensions, spanning drug policy critique, religious dimensions of social movements, and educational equity. Publications in Contexts , Open Theology , and Critical Research on Religion demonstrate methodological diversity across ethnographic, historical, and comparative approaches, with recurring themes of community resilience and institutional trust erosion. In pedagogy, Professor Campbell cultivates intellectual risk-taking through research projects, oral presentations, debates, and artistic expression. Her courses—including Introduction to Sociology, Social Research Methods, and specialized Justice Studies topics—emphasize active citizenship and critical engagement with social structures, preparing students as lifelong learners equipped to navigate complex societal challenges.

Chris MattatallView profile

Associate Professor

• Educational Psychology
• Science of Learning
• Science of Reading
• +4 more

Chris Mattatall is an Associate Professor of Educational Psychology and Inclusion at the University of Lethbridge's Faculty of Education. A dedicated teacher-educator and researcher, he focuses on the Science of Learning, reading acquisition, and inclusive pedagogy. He was awarded the Board of Governors Teaching Chair (2023) and has received recognition for his work with students experiencing learning difficulties and trauma. Research Focus Science of Learning and cognitive architecture Reading instruction and intervention Collaborative consultation models Trauma-informed teaching practices Scientific Contributions Developed the inclusive education resource website GoodTeaching.ca Co-editor of The Inclusive Educator Journal Created video libraries for teacher training in collaboration with the Teaching Centre

Esther Ventura-MedinaView profile

Professor

• Engineering Education
• Problem-Based Learning
• STEM Education
• +5 more

Esther Ventura-Medina is a Full Professor of Innovation in STEM Education at Eindhoven University of Technology (TU/e), working within the Eindhoven School of Education and the Department of Applied Physics and Education Science. She holds significant leadership positions as the Scientific Director of the Academy for Learning and Teaching (ALT) and the Leader of the Centre for Engineering Education (4TU.CEE) at TU/e. Her academic career spans multiple prestigious institutions across the globe, with a strong focus on educational innovation in engineering contexts. Dr. Ventura-Medina's educational background includes BSc and MSc degrees in Chemical Engineering from Universidad Simón Bolívar in Venezuela, followed by a PhD in Chemical Engineering from the University of Manchester Institute of Science and Technology (UMIST) in 2000. Her doctoral research focused on mineral froth flotation systems. She further enhanced her educational expertise with a Post-graduate Certificate in Education (PGCE) in Secondary Mathematics from the University of Manchester in 2005. Her research interests center on cognitive development and human agency within social learning environments, with particular expertise in skill development through student-centered pedagogies like Problem- and Project-Based Learning. She investigates how students working in teams solve problems, self-manage their efforts, and become self-directed learners by examining social interactions within learning environments. Recent work explores opportunities offered by digitalization of education and optimal employment of digital technologies for student learning. Analysis of her recent publications reveals a strong focus on engineering education innovation, particularly in challenge-based learning, digital transformation, and AI applications in educational contexts. Her work consistently bridges traditional engineering education with emerging technological approaches, maintaining strong connections to practical classroom implementation while contributing to theoretical frameworks in educational research. University of Manchester 'Teacher of the Year' award (2011) Professor Ventura-Medina has supervised numerous educational initiatives and research projects throughout her career. Her leadership roles have included Director of Undergraduate Studies at the University of Manchester, Director of Teaching at Monash University, and Director of Assessment and Director of Postgraduate Taught Programmes at the University of Strathclyde. She has served as External Examiner for Chemical Engineering programs and conducted quinquennial reviews of chemical engineering curricula. Her professional network includes leadership in the Education Special Interest Group within the Institution of Chemical Engineers (2019-2022) and membership in the Collaborative Online Learning Network and Engineering Education Research Special Interest Group at SEFI. As Scientific Director of the TU/e Academy of Learning and Teaching and Leader of the Centre for Engineering Education at TU/e (4TU.CEE), she oversees significant educational innovation initiatives across multiple institutions. Her current research group (Group Ventura-Medina) focuses on Engineering Education, with active research in Social Sciences areas including Education Research (50%), Student Learning (46%), Educational Innovations (39%), Educational Practice (32%), Legislation (32%), Artificial Intelligence (32%), and Higher Education Institutions (29%).

• Educational Technology
• Augmented Reality
• Mobile Learning (m-learning)
• +3 more

Dr. José Rafael García-Bermejo Giner is a Professor at the National Distance Education University (UNED). His research focuses on educational technology, augmented reality, mobile learning (m-learning), and the integration of territorial heritage with digital tools. He has collaborated extensively with researchers in Chile and Ecuador. Current affiliations: National Distance Education University Research Interests: His work explores the use of augmented reality and pedestrian navigation systems to enhance educational experiences, particularly in heritage contexts. Recent studies evaluate two-factor authentication in learning environments and mentorship programs for high-ability students. Publication Trends: Over the past decade, his research has evolved from foundational work in gestural interaction and educational resource design to modern applications of augmented reality in heritage education and cybersecurity measures in digital learning platforms.

Jill HinckleyView profile

Professor

• Post-secondary education
• At-risk learners
• Executive Functioning
• +3 more

Jill Hinckley serves as Landmark College's Assistant Vice President for Academic Affairs and Dean of the School of Education, leveraging over two decades of institutional experience to drive academic innovation. As a veteran professor and former department chair, she spearheaded the development of Landmark's first baccalaureate degree and redesigned support systems to scaffold student journeys from placement through career readiness. Her academic credentials include: M.A.T. in English from Keene State College B.F.A. in Writing from Johnson State College Certificate in Learning Differences and Neurodiversity (Specialization in Postsecondary Disability Services) from Landmark College Institute for Research and Training Hinckley's research focuses on post-secondary education for neurodivergent learners, with emphases on executive functioning, ADHD, college transition challenges, and gender-specific experiences. Her work champions intentional pedagogy that transforms learning differences into academic strengths through universal design and scaffolded support systems. Her publications reveal a consistent trajectory toward equity-centered education, blending creative writing with scholarly analysis of neurodiversity. Recent works address pandemic-era mental health, career readiness for neurodivergent populations, and institutional frameworks for belonging—demonstrating how poetry and pedagogy intersect to validate marginalized learning experiences. Her scholarly impact was recognized with: Outstanding Article of the Year (2006) from the Journal of Developmental Education, awarded by NADE Hinckley has secured Department of Education grants for initiatives like the Demo Disabilities Project, producing evidence-based teaching modules for ADHD support. Her leadership extends to designing integrated advising models and presenting at national conferences on universal design, critical thinking, and inclusive excellence. Currently restructuring Landmark's School of Education, she coordinates academic support units to create seamless student pathways. Her conference presentations—from 'When Belonging is more than A Buzzword' (2023) to scaffolded career readiness models—continuously advance institutional practices for neurodivergent success.

Alexandre MargarettView profile

Associate Professor

• Medical/Surgical Nursing
• Nursing Administration
• Transcultural Nursing
• +5 more

Dr. Margarett Alexandre is an Associate Professor of Nursing at York College, part of the City University of New York (CUNY). She joined the institution in Fall 2012 and has held leadership roles including Vice-President of the Transcultural Nursing Society (TCNS) Northeast Chapter and Peer Evaluator for the Accreditation Commission for Education in Nursing (ACEN). Her academic career includes a PhD in Nursing Research from the CUNY Graduate Center, alongside multiple certifications in geriatric oncology, mental health resilience, and effective instruction. Dr. Alexandre's research focuses on disaster response healthcare, particularly post-2010 Haiti earthquake trauma care, hypertension among college students, and mental health during the Covid-19 pandemic. She pioneered York College's Nursing 450: Assessment of Health Needs in a Global, Underserved Community course, emphasizing global service-learning and interprofessional collaboration. Her work integrates transcultural nursing practices and active learning strategies to bridge theory and clinical practice. Her awards include recognition as a Jonas Scholar, Fellow of the New York Academy of Medicine, and Advisor of the Year from the Haitian American Nurses Association of Hudson Valley. She has secured grants totaling over $500k for projects like telehealth education, hypertension research, and mental health initiatives during the pandemic. Dr. Alexandre's professional activities include board membership with Precursor Human Development, Inc., advisory roles for nursing institutions in Haiti, and international advocacy for healthcare equity. She actively participates in global health conferences, peer review for journals like Journal of Transcultural Nursing , and community outreach to underserved populations in the U.S. and Haiti.

Juan Eugenio Jiménez GonzálezView profile

Professor

• Educational Psychology
• Learning Disabilities
• Early Literacy
• +7 more

Juan Eugenio Jiménez González is a Full Professor at the University of La Laguna, affiliated with the Faculty of Education and the Department of Educational Psychology. His academic work centers on educational psychology, with a strong focus on learning disabilities, early literacy, and mathematics education. University: University of La Laguna School: Faculty of Education Department: Department of Educational Psychology Academic Rank: Professor His research interests include early literacy development, cognitive and linguistic predictors of reading and writing, assessment of learning difficulties, and educational interventions. He has extensively studied phonological awareness, syntactic awareness, oral language, and transcription skills in Spanish-speaking children, particularly in kindergarten and early primary education. The recent articles (2014–2025) reflect a consistent focus on decoding strategies, writing productivity and quality, curriculum-based measurement, and cognitive assessment tools like BM-PROMA and EGRA. These works span developmental psychology, educational assessment, and cognitive science, emphasizing early identification and intervention for at-risk learners. No scientific awards were mentioned in the provided text. Juan Eugenio Jiménez González has collaborated extensively with María Cristina Rodríguez Rodríguez on 65 publications. His work has led to the development of assessment instruments and instructional programs, such as the multimedia BM-PROMA battery and the Letra tutorial system for teacher training. There is no mention of grants or student advising in the provided data. He has contributed to the development of standardized tools like the Spanish EGRA and has explored heterogeneity in mathematical learning disabilities using the triple code model. His research informs both theory and practice in educational psychology across Ibero-American contexts.

• Special Education
• Inclusive Education
• Teacher Education
• +7 more

Elena Victoria Ghionis is an Assistant Professor of Education and Director of Special Education Programs at Converse University, within the Department of Education. She teaches across undergraduate, graduate, and doctoral programs, emphasizing student-centered pedagogy, active learning, and real-world connections. Education: Doctorate in Professional Leadership Master’s in Special Education Master’s in Elementary Education, Educational Psychology BA in Early Childhood Education, Educational Psychology Her research and teaching focus on special education , particularly inclusive practices, assessment and intervention strategies for individuals with exceptionalities—including autism, intellectual disabilities, emotional and behavioral disorders, and learning disabilities. She emphasizes evidence-based methodologies and professional development for educators, advocating for at-risk children and global inclusion. Her scholarly work, including publications and conference presentations, centers on teacher education, inclusive pedagogy, and co-occurring conditions in developmental disabilities. The articles reflect a consistent engagement with inclusive education, special education policy, autism research, teacher training, intervention design, and assessment models , demonstrating a multidisciplinary approach bridging education, psychology, and clinical research. Professional Service: Evaluator, Council of Exceptional Children (CEC) Evaluator, International Society for Autism Research (INSAR) Dr. Ghionis advises future educators and contributes to academic discourse through peer review and conference engagement. While specific grants and advisees are not listed, her leadership in special education programs and active research agenda suggest ongoing mentorship and scholarly supervision. She is deeply committed to enhancing educator preparedness and student outcomes in diverse educational settings. She has no noted laboratory or research team in the provided text, but her program leadership and academic service indicate collaborative involvement in educational research networks and professional communities.

BEATRIZ CRUJEIRAS PEREZView profile

Professor

• Science Education
• Epistemic Knowledge
• Critical Thinking
• +3 more

Beatriz Crujeiras Pérez is a Professor in the Applied Didactics Department at the Faculty of Education Sciences, University of Santiago de Compostela. She holds a Doctorate from the same institution (2014) with a thesis on secondary students' participation in scientific inquiry in chemistry laboratories. Her research focuses on epistemic knowledge, critical thinking, and argumentation in science education. She leads the RODA research group (Reasoning, Discourse and Argumentation) and has published extensively on topics including inquiry-based learning, teacher training, and socioscientific issue analysis. Her work integrates role-playing simulations and design-based pedagogy to enhance scientific practices and decision-making skills in students. Education: PhD in Education Sciences (2014), University of Santiago de Compostela Research interests emphasize how students and pre-service teachers engage with scientific practices, particularly in lab settings and real-world problem contexts. She explores the interplay between epistemic criteria, emotional responses, and critical thinking in science education. Her projects often involve interdisciplinary collaborations addressing environmental and public health challenges through participatory methodologies. Her recent publications highlight trends in applying role-playing games for nuclear waste decision-making simulations, integrating scaffolding strategies in inquiry tasks, and analyzing gender stereotypes in STEM education. She has contributed to European initiatives on critical thinking competencies across professional fields. Grants and Advising: While specific grants are not detailed, her work suggests ongoing institutional support for RODA initiatives. She has supervised multiple educational research projects, though specific student names are not listed in the provided texts. Labs/Teams: Active member of the Institute of Education Sciences (ICE) and leads the RODA research group, collaborating with international networks focused on science education reforms and 21st-century skills development.