Find Academic Supervisors

• Educational Psychology
• Child Development
• Memory Development
• +3 more

Professor Penny Van Bergen is the Head of the School of Education at the University of Wollongong. She holds a PhD from UNSW Sydney and has held academic roles including Associate Dean of Learning and Teaching at Macquarie University. Her research focuses on memory development in children and adolescents, intergenerational reminiscing, and student-teacher relationships. She has received nine teaching awards between 2011 and 2018, including recognition from the Office of Learning and Teaching and the Australian Psychological Society. Currently supervising research on topics like adolescent reminiscing and student-teacher dynamics, she also leads two ARC-funded projects: one on aged care reminiscing programs and another on resilient capacities in emerging adults. Education: PhD (UNSW Sydney), BPsych (Hons 1) (UNSW Sydney) Key Research Areas: Memory Development, Educational Psychology, Student-Teacher Relationships Her recent articles analyze policy impacts on teacher education, LGBTQ+ school climates, and intergenerational learning. Grants include collaborations on reminiscing in aged care and male teacher shortages. She emphasizes undergraduate research opportunities and has pioneered programs like the Kia Tīmata Pai study on educator-child conversations.

Ignatius NipView profile

Associate Professor

• Speech Motor Control
• Neurogenic Speech Disorders
• Dysarthria
• +5 more

Ignatius Nip is an Associate Professor and Director at the School of Speech Language and Hearing Sciences at San Diego State University. His research focuses on speech motor control and development in individuals with neurogenic speech disorders such as dysarthria in cerebral palsy, Parkinson's disease, and head and neck cancer survivors. PhD in Communication Disorders (University of Nebraska-Lincoln, 2007) MSLP in Speech-Language Pathology (University of Alberta, 2001) BA in Speech Science (University of British Columbia, 1999) Research spans speech physiology , kinematic analysis , and neurogenic motor control . Recent studies examine pronoun comprehension in developmental disorders, deep-brain stimulation effects on speech, and articulatory patterns in cerebral palsy. Certifications include ASHA Certificate of Clinical Competence (2007-2021) and California Speech-Language Pathology License (2011-2021) . Publications appear in journals like Child Development and Journal of Speech Language and Hearing Research .

Jessyca Arthur-CameselleView profile

Professor

• Sport and Exercise Psychology
• Eating Disorders in Athletes
• Mindfulness Training and Performance
• +3 more

Dr. Jessyca Arthur-Cameselle is a Professor of Sport and Exercise Psychology at Western Washington University's Department of Health & Human Development. She holds a EdD and EdM from Boston University in Counseling Psychology with a sport psychology specialization, and a B.S. from The College of William & Mary in Psychology and Kinesiology. Her research focuses on eating disorders in athletes, mindfulness interventions, performance anxiety, and athlete mental health. She currently teaches courses including Psychology of Sport, Mental Health Topics in Kinesiology, and graduate-level sport psychology courses. Her work emphasizes clinical practice, having contributed to the development of treatment protocols for eating disorders and performance anxiety in athletic populations. She actively collaborates with collegiate athletic departments and performance groups nationwide. Dr. Arthur-Cameselle previously served as a psychologist in college counseling centers (Vassar, Purchase College) and has held coaching roles in tennis at Boston University and Purchase College. She maintains clinical licensure and is a Certified Mental Performance Consultant (CMPC). Her research portfolio includes over 15 peer-reviewed articles and book chapters, with a focus on athlete mental health, mindfulness applications, and recovery mechanisms. Key contributions include studies on eating disorder prevention in male athletes, mindfulness-based performance enhancement, and qualitative analyses of athlete transition challenges. She directs the Center for Performance Excellence and co-leads the NWSSEPS 2023 conference, reflecting her leadership in applied sport psychology.

Hongmei ShenView profile

Professor

• Public Relations
• Employee Engagement
• Crisis Communication
• +2 more

Hongmei Shen is Professor and Area Head of Public Relations in the School of Journalism and Media Studies at San Diego State University. Her research advances relational theories in organizational communication, with emphases on employee engagement, crisis management, and cross-cultural public relations. Recent publications explore disengagement in Chinese workforces, dialogic crisis strategies, and stakeholder-centered measurement tools. Her scholarly agenda integrates organizational behavior with communication theory, examining authenticity in workplace relationships and cultural dimensions of information processing. Shen's work regularly appears in leading public relations and organizational communication journals, addressing contemporary challenges like pandemic communication and crisis ethics. She developed pedagogical frameworks for strategic thinking (DASA model) and contributed to international curriculum standards through the CPRE Study. Her case studies provide actionable insights for internal communication optimization and alumni engagement.

Joan Kang ShinView profile

Professor

• English Language Teaching (ESL/EFL/EAL) for young learners and teenagers
• Online teacher education and professional development
• International virtual communities of practice
• +3 more

Dr. Joan K. Shin is a Professor of Education at George Mason University's College of Education and Human Development (CEHD). Currently serving as Associate Dean for Faculty Success and Director of CEHD's Global Online Teacher Education Center (GOTEC), she specializes in ESL/EFL/EAL education for young learners and teenagers. With professional development programs in over 100 countries, her work bridges in-person and online teacher training to build international virtual communities of practice. PhD in Language, Literacy & Culture from University of Maryland, Baltimore County (UMBC) MA in Bilingual/ESOL Education from UMBC BA in Economics from Cornell University Her research focuses on: Online TESOL education and MOOCs Visual and multimodal literacy for language learners Intercultural communication through storytelling Technology integration in teacher professional development Global virtual communities of practice Recent publications highlight trends in pandemic-era teacher training, MOOC camp effectiveness, and blended learning frameworks. She has secured over $12 million in grants, including Department of State-funded initiatives through FHI 360. Awards include: TESOL International Association's 30 Up and Coming Leaders (2016) U.S. State Department's Top 30 English Language Specialists (2021) Ben Warren International House Trust Prize (2013) HRH Duke of Edinburgh English Language Book Award (2014) As an English Language Specialist, she has conducted training across 20+ countries. Her full description outlines her Korean-American heritage, educational philosophy, and contributions to National Geographic Learning's award-winning textbook series.

• Linguistic Anthropology
• Semiotics
• Education
• +6 more

Gregory Thompson is an Associate Professor of Linguistic Anthropology in the Department of Anthropology within the College of Family, Home, and Social Sciences at Brigham Young University. His academic work bridges anthropology, education, linguistics, and healthcare communication, with a particular focus on how language and interaction shape human experience in diverse contexts. Thompson's research interests center on linguistic anthropology, semiotics, education, and discourse analysis. He examines the processes of being and becoming as they happen in human pedagogical interactions, with particular attention to social actions that promote learning in small-scale human interactions such as tutoring or classroom settings. His ethnographic research spans diverse settings including tutoring programs for low-income African-American high schoolers in Chicago, elementary schools with Latino students in Provo, Utah, and elementary schools in Seoul, South Korea. He regularly teaches the ethnographic research methods sequence (courses 442 and 443) as well as a course in Linguistic Anthropology. Analysis of Thompson's publication record reveals consistent engagement with interactional dynamics across multiple contexts. His work demonstrates a progression from classroom settings to healthcare interactions, always maintaining a focus on how language, culture, and power dynamics shape human experience. A notable pattern in his research is the application of linguistic anthropological methods to practical problems in education and healthcare, particularly regarding cultural differences and communication patterns. His recent work increasingly addresses questions of equity and cultural competence, especially in educational and medical settings serving minority populations. Thompson's advising work, while not explicitly detailed in available sources, appears to focus on students interested in linguistic anthropology, ethnographic methods, and cross-cultural communication. His research collaborations span multiple institutions, suggesting an active mentoring role for graduate students and junior researchers. His laboratory and research team work appears to focus on ethnographic documentation of interactional practices, with particular attention to video ethnography methods. His publications suggest ongoing projects examining language use in educational settings, cultural differences in healthcare communication, and the semiotic dimensions of everyday interactions.

Angela EvansView profile

Professor

• Developmental Psychology
• Development of Deception
• Social and Cognitive Development
• +3 more

Angela Evans is a Professor in the Department of Psychology at Brock University, holding a Ph.D. from the University of Toronto. Her research focuses on developmental psychology, particularly the interplay between social and cognitive development in children's moral understanding and behavior. She employs experimental methods to study deception, moral development, and cross-cultural differences in lie-telling behaviors, both in laboratory and field settings. Contact: 905 688-5550 x5367 Lab Address: 1812 Sir Isaac Brock Way, St. Catharines, ON Canada L2S 3A1 Lab Website: www.facebook.com/brockscdlab Her work extends to examining cultural factors influencing children's evaluation of lies and their competency as eyewitnesses, including credibility assessments and lie-detection capabilities. The lab engages in transdisciplinary research, collaborating with teams studying older adults, ER nurses, and graduate students. Scientific Recognition: Impactful research contributions recognized with a Faculty Distinguished Professorship Designation (2025) She actively participates in academic events, including supervising thesis defenses and mentoring graduate researchers. The lab provides opportunities for participation in studies and outreach activities for families.

Selena WashingtonView profile

Associate Professor

• Aging and Gerontology
• Occupational Therapy
• Disability Studies
• +5 more

Selena Washington, Ph.D., OTR/L, is an Associate Professor in the Department of Occupational Science and Occupational Therapy at the Doisy College of Health Sciences, Saint Louis University. She holds a Ph.D. in Educational Leadership and Policy Studies from the University of Missouri-St. Louis, a Master of Science in Public Health from Meharry Medical College, and a Bachelor of Science in Occupational Therapy from Tennessee State University. Her research focuses on aging adults with developmental and intellectual disabilities (e.g., Down Syndrome), emphasizing fall prevention, cognitive decline, telehealth interventions, and occupational justice. Key areas include environmental modifications for aging in place, interprofessional geriatric care, and addressing systemic inequities in healthcare access and delivery. She leads projects like the CAPABLE program (Community Aging in Place - Advancing Better Living for Elders) and collaborates with organizations such as the Alzheimer's Association and the Missouri Occupational Therapy Association. Dr. Washington’s work bridges clinical practice and policy advocacy, particularly in marginalized populations. She actively partners with community programs like the Participation, Environment, Performance Lab at Washington University and Mission St. Louis’s HUD-funded home modification initiative. Her telehealth research explores scalable solutions for older adults’ functional independence during crises like the pandemic. Professional affiliations include the American Occupational Therapy Association (AOTA), the Society for the Study of Occupation, and the World Federation of Occupational Therapists. She advocates for anti-racist healthcare frameworks and inclusive occupational therapy education, emphasizing diversity, equity, and justice in curricula and clinical practice.

Philip SullivanView profile

Professor

• Sport Psychology
• Mental Health in Athletics
• Coach Education
• +3 more

Dr. Philip Sullivan is Professor and Graduate Program Director in Kinesiology at Brock University. His research examines mental health in sports environments, including differences between student-athletes and non-athletes, mental health literacy of coaches and officials, and psychological aspects of coaching and team dynamics. Funded by SSHRC and World Anti-Doping Agency. Teaching includes Sport Psychology, Applied Sport Psychology, and statistical methods. Recent publications investigate sleep patterns affecting athlete mental health, coach-athlete mental health conversations, and resilience during COVID-19.

Denise A. SoaresView profile

Professor

• Special Education
• Behavioral Interventions
• At-Risk Student Support
• +3 more

Denise A. Soares is an Assistant Dean, Director of Graduate Studies, and Professor of Special Education at the University of Mississippi’s School of Education. She also serves as Interim Director of the National Center for School-University Partnerships. Dr. Soares holds a B.S. in Elementary Education from Texas State University, an M.A. in Administration and Supervision from the University of Houston, and a Ph.D. in Educational Psychology from Texas A&M University. Her research focuses on practical interventions for at-risk students, particularly those with ADHD, emphasizing culturally responsive strategies amid competing classroom demands. She has authored/co-authored numerous publications, including the 2023 textbook The Educator’s Guide to ADHD Interventions . Dr. Soares has received the School of Education Outstanding Researcher Award (2016) and Outstanding Service Award (2018). She teaches courses such as EDSP 327 (Classroom Management) and EDSP 676 (Education of Students with Behavioral Problems), bridging research and practice in special education.

• Cognitive Neuroscience
• Numerical Cognition
• Neuroimaging
• +4 more

Christine SCHILTZ is a Full Professor in Cognitive Neuroscience at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences, Department of Behavioural and Cognitive Sciences. Her work focuses on numerical cognition, spatial attention, face perception, and cognitive development, employing neuroimaging techniques such as EEG/MEG. She leads research initiatives addressing multilingual education challenges, particularly in diagnosing learning disorders in mathematics within Luxembourg's multicultural context. Her team develops innovative assessment tools like the LuxMatheTest to evaluate numerical competencies in multilingual children. Her research integrates neuroscientific methods with educational applications, exploring how language and environment influence mathematical learning. Key projects include studying dyslexia's neural underpinnings, spatial coding in arithmetic, and the impact of bilingualism on numerical processing. Recent studies investigate socioeconomic factors affecting math education and the role of visual stimulation in understanding word and number recognition. Publications highlight advancements in neuroimaging analysis (e.g., FPVS techniques), early childhood development, and educational policy. She collaborates internationally on large-scale assessments of cognitive abilities and contributes to evidence-based strategies for inclusive education systems. Her work bridges fundamental cognitive science with applied educational research, emphasizing practical solutions for multilingual learning environments.

• Disability Studies
• Social Inclusion
• Aging and Disability
• +3 more

Caroline Ellison is an Associate Professor and Program Director of the Bachelor of Social Science (Ageing and Disability) at the University of South Australia, within the UniSA Justice and Society department. Her work focuses on disability studies, social inclusion, and aging populations. She has conducted extensive research on social media use among people with disabilities, leisure and retirement planning for individuals with intellectual disabilities, and policy analysis related to disability support systems. Key contributions include evaluations of the National Disability Insurance Scheme (NDIS) and studies on virtual reality applications in disability care. Her interdisciplinary approach bridges academic research with practical policy recommendations. Research interests span social connectedness, technology integration in disability support, end-of-life care for people with disabilities, and inclusive sports initiatives. She has authored/co-authored over 30 peer-reviewed articles and reports, including influential works on transitional housing for NDIS participants and peer support programs for people with physical disabilities. Ellison is actively involved in community engagement and serves as a research degree supervisor.

Papadopoulou MariaView profile

Professor

• Literacies and language education
• Multimodal literacy
• Refugee education
• +4 more

Professor Maria Papadopoulou is a faculty member in the Department of Language and History at the School of Early Childhood Education, Aristotle University of Thessaloniki. Her expertise spans literacies, multilingual education, refugee integration, and multimodal communication. She has held roles in curriculum development, teacher training, and policy analysis, focusing on inclusive practices for marginalized groups. Education & Professional Background: Established career in early childhood and language education with a focus on refugee and multilingual contexts. Administrative Roles: Contributed to academic governance and international conferences, including the Hellenic Semiotics Society. Her research emphasizes critical literacy, digital tools in education, and refugee education policy. Key projects include interventions for noise awareness in preschools and studies on Roma literacy practices. She has collaborated with NGOs and policymakers to bridge theory and practice in multicultural education settings. Publications span over 30 years, addressing topics like semiotics in advertising, multimodal texts, and task-based language teaching. Her work highlights the interplay between cultural context, technology, and pedagogy to foster inclusive learning environments.

• Clinical Reasoning
• Professional Practice
• Clinical Decision Making
• +4 more

Prof Joy Higgs is a Professor at Charles Sturt University actively engaged in research with 275 publications and an h-index of 18. As a registered supervisor, she contributes significantly to health professions scholarship through editorial roles including Sense Publishers (2016) and media appearances on allied health education. Her research centers on Clinical Reasoning (85% fingerprint match), Professional Practice (100%), and Clinical Decision Making (49%), emphasizing practice wisdom development, social justice integration, and client empowerment in healthcare. She investigates how contextual factors shape professional judgment across physiotherapy, medicine, and interdisciplinary teams. Analysis of her 2019-2025 publications reveals consistent exploration of wisdom cultivation through experiential learning, ethical decision frameworks amid technological disruption, and strategies for equitable care delivery. Her work addresses 21st-century challenges including AI integration, changing workforce dynamics, and power structures in client-practitioner relationships. Prof Higgs has supervised 9 academic works while advancing discourse through edited volumes like Practice Wisdom: Values and Interpretations (2019) and the 5th edition of Clinical Reasoning in the Health Professions . Her fingerprint confirms deep expertise in physiotherapy (37%) and health care personnel dynamics (52%).

• Early Childhood Education
• Early Years Literacy
• Phonics and Phonological Awareness
• +5 more

Stacey Campbell is an Associate Professor and Chair of Discipline (Early Childhood Education and Care) at the Faculty of Education, Southern Cross University. Her research focuses on early childhood literacy, particularly phonics, phonological awareness, and family-teacher partnerships. She holds a PhD in Early Childhood Research from Macquarie University, complemented by advanced degrees in Children’s Literature and Academic Practice. Dr. Campbell’s work bridges theory and practice, with editorial roles in journals like Practical Literacy and Literacy Research . Her educational background includes a primary teaching qualification from Charles Sturt University and early childhood teaching credentials from Macquarie University. With a strong industry connection, she has served as a kindergarten director and primary teacher. Dr. Campbell’s research employs mixed methods to explore literacy development, emphasizing the interplay between phonics instruction, oral language, and play-based learning. Her articles highlight critical debates in early literacy pedagogy, including the balance between phonics and holistic approaches, parental expectations, and the role of technology. She actively supervises HDR students and has received awards for teaching excellence. Current projects examine the impact of community programs like the Pyjama Foundation’s initiative and the integration of children’s literature in diverse learning contexts.