Find Academic Supervisors

Carina LombergView profile

Professor

• Entrepreneurship
• Human Resources Management
• Organizational Behavior
• +4 more

Carina Lomberg is a Professor at the Centre for Technology Entrepreneurship at Technical University of Denmark (DTU). Her research focuses on entrepreneurship dynamics, organizational behavior, and mental health in business contexts. She explores topics such as founder relationships, equity distribution in startups, neurodiversity in teams, and the psychological underpinnings of entrepreneurial decisions. Lomberg actively supervises PhD projects addressing inclusive mindset frameworks, mental health in ventures, and neurodiversity leveraging strategies. Research Interests: Entrepreneurial Team Dynamics Founder Well-being and Mental Health Neurodiversity in Innovation Teams Equity and Governance in Early-Stage Ventures Educational Frameworks for Entrepreneurship Her recent work examines the spread of mental health issues across organizations and the role of board governance in venture success. She has contributed to over 30 peer-reviewed publications and frequently presents at international entrepreneurship conferences.

Suzy WiseView profile

Associate Professor

• Gender identity and sexual/affectional identity development
• Career counseling for underserved populations
• Grief and loss interventions
• +3 more

Suzy Wise, Ph.D., is an Associate Professor in the Department of Psychological Sciences and Counseling at Valparaiso University. They joined the faculty in 2018 and serves as advisor for the VU chapter of Counselors for Social Justice and the undergraduate LGBTQ+ group, Alliance. Dr. Wise holds a Ph.D. in Counselor Education & Supervision from Northern Illinois University, an Education Specialist degree and M.A. in Clinical Mental Health Counseling from The George Washington University, and a B.A. in Political Science from GWU. Research interests include gender identity development, career counseling for underserved populations, grief and loss interventions, and systemic issues in counseling professions. Their work emphasizes intersectionality, social justice advocacy, and culturally responsive practices. Dr. Wise has presented nationally and internationally, with recent contributions to Counseling Today on men’s gender socialization and LGBTQ+ equality. They teach courses such as Career Counseling, LGBTQ+ Issues in Counseling, and trauma-focused electives like Grief and Bereavement. Professional memberships include ACA, ACES, AHC, NCDA, and SAIGE. Dr. Wise has coordinated clinical placements for educators and supervised practicum students, blending academic rigor with real-world application.

Max EvansView profile

Associate Professor

• Information & Knowledge Management
• Knowledge Sharing
• Trust in Organizations
• +4 more

Max Evans is an Associate Professor in Information and Knowledge Management at McGill University's School of Information Studies, also serving as Graduate Program Director and Academic Practicum Coordinator. He holds a PhD from the University of Toronto with a focus on trust and knowledge sharing in organizational settings. His research emphasizes emotional intelligence, knowledge continuity management, and trust dynamics in knowledge transfer. Evans co-founded the Knowah Knowledge Sharing Research Group and is a Full Member of the International Association for Knowledge Management (IAKM). His educational background includes multiple degrees in Information Studies and Knowledge Media Design from the University of Toronto, alongside a BS in Marketing from Northern Illinois University. He has supervised numerous graduate students and led significant grants such as the AGE-WELL Networks and SSHRC projects on knowledge continuity. Evans' research spans experimental studies on tacit knowledge measurement, generational differences in ICT preferences, and emotional intelligence training programs. He has published extensively in journals like Knowledge and Process Management and Journal of Information and Knowledge Management , and his work bridges theoretical frameworks with practical organizational applications. Key contributions include developing the Knowledge Management Cycle (KMC) model and advancing methodologies for visual metaphors in knowledge representation. His interdisciplinary approach integrates cognitive science, organizational behavior, and information systems to address challenges in knowledge transfer and workforce continuity.

Yi FengView profile

Assistant Professor

• Structural Equation Modeling
• Latent Growth Models
• Random Variability Modeling
• +5 more

Yi Feng is an Assistant Professor in Quantitative Psychology at the University of California, Los Angeles (UCLA). With expertise in advanced statistical methodologies, Feng contributes to both theoretical and applied research in psychology and education, focusing on structural equation modeling (SEM), latent growth models, and causal graphical frameworks. They teach graduate-level SEM courses (Psych M257) and undergraduate statistics (Psych 100A). Research Focus: Causal inference, variability modeling, and power analysis with interdisciplinary applications in education, developmental psychology, and healthcare. Key Collaborations: Regularly works with researchers like Gregory R. Hancock and Jeffrey R. Harring on methodological innovations. Feng’s methodological work appears in high-impact journals such as Psychological Methods (Impact Factor: 14.738) and JAMA Internal Medicine (Impact Factor: 44.41). Their applied research spans topics like socioeconomic disparities in science achievement, cognitive trajectories post-surgery, and mental health service delivery. Feng also explores synthetic data applications for longitudinal educational research.

John CarsonView profile

Associate Professor

• U.S. Intellectual/Cultural History
• History of Science
• History of the Human Sciences
• +4 more

John Carson is an Associate Professor of History at the University of Michigan, affiliated with the College of Literature, Science, and the Arts. He holds a Ph.D. from Princeton University (1994) and a B.A. in Philosophy from Harvard University. His research focuses on U.S. intellectual/cultural history, history of science, and history of the human sciences, particularly in the 19th-century context. He co-leads the Program in Science, Technology, and Society (STS) , and contributes to American Culture and Anthro-History programs. His landmark book The Measure of Merit: Talents, Intelligence, and Inequality in the French and American Republics, 1750–1940 examines how democratic ideals of equality clashed with scientific understandings of human differences. His work bridges intellectual history with the history of science, exploring themes like meritocracy, inequality, and the role of expertise in governance. Carson teaches undergraduate and graduate courses on U.S. intellectual history, STS, and historiography. He advises graduate students in fields such as modern social sciences and 19th-century U.S. history. His courses include methodology training for history majors and honors thesis supervision. His research interests include the history of intelligence testing, political thought in France and America, and the intersections of science with cultural and political systems. He has contributed to interdisciplinary dialogues through his affiliations with STS and Anthro-History, enriching discussions on science’s societal role.

Irina CojuharencoView profile

Senior Lecturer

• Decision Making
• Leadership
• Organisational Behaviour
• +3 more

Dr Irina Cojuharenco is a Senior Lecturer at the Centre for Leadership and Decision Making within Surrey Business School. Holding a PhD and MSc in Economics and Management from Universitat Pompeu Fabra, she has taught across Europe and the US at institutions including Universidade Catolica Portuguesa, Northeastern University, and Johns Hopkins University. Expertise in organizational justice Specializes in leadership decision-making Founding Director of USBEE Lab Recipient of EPSRC grant Her research explores how individuals judge workplace fairness, the role of time in justice perception, and the paradoxical effects of questioning in leadership contexts. Recent work examines technology-mediated developmental conversations and their impact on trust in AI systems. Key journal publications appear in Organizational Behavior and Human Decision Processes , MIS Quarterly , and Journal of Business Ethics . She has received research grants including the EPSRC grant in 2022.

Troy D. SadlerView profile

Professor

• Science Education
• Experiential Learning
• Socio-Scientific Issues
• +3 more

Roles and Affiliations: Troy D. Sadler is the Thomas James Distinguished Professor of Experiential Learning at the University of North Carolina at Chapel Hill's School of Education. He holds a Ph.D. in Curriculum & Instruction from the University of South Florida (2003) and has over 20 years of experience in science education and teacher training. His academic journey includes roles at institutions such as the University of Missouri and the University of Florida. Education Background: Ph.D. in Curriculum & Instruction (Science Education), University of South Florida (2003) M.Ed. in Science Education, University of Florida (1997) B.S. in Biology, University of Miami (1994) Research Interests: Sadler focuses on socio-scientific issues (SSI) in education, experiential learning, science teacher development, and the integration of innovative technologies like gaming and virtual environments. He emphasizes science education's role in fostering critical thinking and ethical decision-making. His work explores how issues-based learning supports scientific literacy and democratic participation. Key Contributions: Developed the SIMBL (Socio-Scientific Issue and Model-Based Learning) framework Designed curricula integrating computational thinking and SSI Advanced the use of virtual environments (e.g., Mission HydroSci) for NGSS-aligned learning Grants and Awards: Recipient of NSF grants for projects like Mission HydroSci and computational thinking integration 2019 Thomas James Distinguished Professorship Early Career Research Award (2009), Teaching Excellence Awards (2005, 2003), and numerous editorial roles Labs/Teams: Director of the ReSTEM Institute at the University of Missouri (2011–2018) and the MU Science Education Center. Current leadership in the UNC School of Education's CCTE and LSPS departments.

• Family Well-being
• Social Policy Analysis
• Health Inequities
• +3 more

Dr. Deanna Williamson is an Associate Professor in the Department of Human Ecology at the University of Alberta, within the Faculty of Agricultural, Life and Environmental Sciences. Her research focuses on family well-being, particularly examining how social, economic, and political conditions influence family functioning in diverse populations. She leads a critical ethnographic project exploring family processes among families with young children facing socioeconomic challenges and ethno-cultural diversity. Williamson has secured significant grants, including a SSHRC grant (2013–2018) totaling $489,000 and a Teaching Enhancement Fund grant for field supervisor engagement in practicum programs. Her work critiques welfare-to-work policies and their impacts on low-income families, emphasizing health inequities, child development, and systemic marginalization. She collaborates with interdisciplinary teams and has contributed to randomized controlled trials evaluating service integration approaches for disadvantaged families. Williamson actively supervises graduate students researching topics like urban Indigenous family dynamics, disability-inclusive family processes, and poverty reduction strategies. Publications span themes such as work-life balance, maternal employment effects, policy fragmentation, and cross-cultural research methodologies. She advocates for participatory approaches in community-based research, particularly with immigrant/refugee populations, ensuring marginalized voices inform policy and practice. Williamson’s scholarship bridges academic research with actionable insights for social and health systems reform.

Marilyn AbbottView profile

Professor

• Second Language Assessment
• Teacher Development
• ESL Literacy
• +3 more

Marilyn Abbott is a Professor in the Department of Educational Psychology at the University of Alberta’s Faculty of Education, specializing in second language learning, assessment, and teacher development. She holds a PhD and has contributed extensively to the field of TESL through research on equitable instructional practices, portfolio-based assessment, and professional development for educators. Her work emphasizes strategies to support multilingual learners in K-12 and adult education contexts. Research Interests: Dr. Abbott’s research focuses on second language reading and listening strategies, teacher professional development, and the design of equitable assessment frameworks. She has explored innovative approaches to integrating technology in language learning, such as using memes and online platforms, while advocating for learner-centered pedagogy. Grants & Awards: Abbott has led over a dozen funded research projects, including SSHRC grants on language assessment policies and community-driven professional development. She received the ILTA Best Article Award for her work on ESL reading strategies and has been recognized for advancing provincial assessment practices in Alberta. Teaching & Supervision: She teaches courses like TESL Capping Project, Language Learning Strategies, and Assessment in ESL. Her supervision spans over 40 graduate students, with many focusing on digital literacy, portfolio assessment, and intercultural communication in language education. Labs/Teams: She collaborates with Immigration Research West (IRW) and the SSHRC-funded Pathways to Prosperity project, advancing newcomer integration through evidence-based language training. Her work also intersects with visual language research through the NSF-funded Visual Language and Visual Learning Center.

• Intersectionality
• Health Disparities
• Transgender and Gender Diverse Health
• +5 more

Taymy Caso is an Assistant Professor in the Department of Educational Psychology at the University of Alberta's Faculty of Education. Their research focuses on intersectionality, health disparities among BIPOC LGBTQ+ communities, and decolonizing pedagogy. Caso holds a PhD and MPhil from New York University, an MA from Columbia University Teachers College, and a BA from the University of Tampa. Research Interests : Mixed methods research, transgender/gender-diverse health, systemic oppression, race-based trauma, and technological interventions. They emphasize culturally responsive approaches to mental and physical health, particularly for marginalized groups. Teaching : Caso teaches courses on psychological assessment, group counseling, cross-cultural counseling, and special topics in educational psychology. Current courses include EDPY 521 (Foundations of Psychological Assessment), EDPY 538 (Group Counseling), and EDPY 542 (Cross-Cultural Counseling). Service & Advocacy : Caso chairs the APA Committee on Sexual Orientation and Gender Diversity and leads the National Latinx Psychological Association's Orgullo Special Interest Group. They also serve on the University of Alberta's Academic Affairs Committee and Equity, Diversity, and Inclusion advisory body. Labs & Initiatives : Directs the IREACH Lab, focused on intersectional research in LGBTQ+ health. Their work addresses gaps in inclusive clinical practices and policy advocacy for gender-diverse populations.

• Educational Measurement
• Educational Data Mining
• Statistics
• +3 more

Ying Cui is a Professor in the Department of Educational Psychology at the University of Alberta's Faculty of Education. Her research focuses on educational measurement, statistics, and data mining, particularly in assessing data literacy through digital performance-based assessments. She teaches graduate courses such as EDPY 500 (Data Analysis in Educational Research), EDPY 505 (Quantitative Methods I), and EDPY 605 (Quantitative Methods II). Her work integrates advanced statistical techniques with educational technology to improve assessment methodologies. Featured Research: 2024 - Machine learning models to predict teacher research engagement 2024 - Process mining analysis of self-regulated learning patterns in formative assessments Teaching Commitment: Offers courses emphasizing statistical analysis, experimental design, and advanced quantitative methods for social sciences.

Emma NorlingView profile

Professor

• Agent-Based Modelling
• Social Simulation
• Cognitive Modelling
• +3 more

Professor Emma Norling is a Professor of Engineering Education and Director of Education in the School of Computer Science at the University of Sheffield. She holds a BEng (Hons) from the University of Melbourne and a PhD in Computer Science from the University of Sheffield. Her career includes postdoctoral work at Manchester Metropolitan University's Centre for Policy Modelling and a lecturing role at its School of Mathematics, Computing and Digital Technology. Her research focuses on agent-based systems, particularly cognitive and social simulations, with an emphasis on integrating social intelligence into computational models. She leads the Teaching Specialists group and oversees accreditation and professional institution relations. Key roles include directing educational strategy and promoting pedagogical innovation in engineering and computing education. Her publications highlight contributions to agent-based modelling methodologies, emergency response systems, and social simulation frameworks. Notable works include studies on food web evolution, morphogenetic network growth for emergency teams, and the application of BDI agents in human behavior modelling. She actively engages with interdisciplinary approaches, bridging computer science with education and social sciences. Professional service includes leading educational accreditation efforts and fostering collaboration between academia and industry. She is a sought-after expert in computational models of human behavior and their implications for educational technology and societal systems.

Rachel DudleyView profile

Assistant Professor

• Language Acquisition
• Semantic Development
• Pragmatic Competence
• +5 more

Rachel Dudley is an Assistant Professor in the Department of Linguistics at the University of California San Diego. She holds a BA in Linguistics from New York University and a PhD from the University of Maryland. Her research focuses on understanding how children develop semantic and pragmatic competence through language acquisition, integrating insights from linguistics, psychology, and philosophy. Education: B.A., Linguistics, New York University Ph.D., Linguistics, University of Maryland Research Interests: Rachel investigates the cognitive mechanisms underlying children's acquisition of complex linguistic concepts such as propositional attitudes, presupposition triggers, and thematic relations. Her work employs diverse methodologies including behavioral experiments with children/adults, infant eye-tracking, and corpus analyses of naturalistic speech. She explores how environmental input interacts with innate linguistic capacities to shape developmental trajectories. Awards: No specific awards listed in provided texts. Advising & Grants: No student advisees or grant information explicitly mentioned. Previously held postdoctoral fellowships at the Cognitive Development Center (Central European University) and the Institut Jean Nicod (Ecole Normale Supérieure). Labs/Teams: Active in UC San Diego's Department of Linguistics research community, though no specific lab affiliation listed.

Stein Dankert KolstøView profile

Professor

• Science Education
• Critical Thinking
• Inquiry-Based Learning
• +3 more

Stein Dankert Kolstø is Professor in the Department of Physics and Technology at the University of Bergen, specializing in science education research with focus areas in critical thinking and inquiry-based learning. Research themes: Dialogic approaches to science teaching Epistemic practices in classroom settings Assessment of practical science work Language-mediated concept development Recent work (2021-2024) examines teacher facilitation of socio-scientific issues discussions, epistemic aspects of classroom discourse, and integration of critical thinking within science curricula. Methodological innovations include video analysis of whole-class dialogues and development of frameworks for characterizing student reasoning. Leads projects funded by the Research Council of Norway, including studies of critical thinking enculturation and dialogic learning in science classrooms. Presents regularly at international conferences including ESERA and NFSUN.

Jonathon S. ReinhardtView profile

Professor

• English as a Second Language
• Computer-assisted Language Learning
• Digital Game-based Language Learning
• +3 more

Jonathon S. Reinhardt is a Professor at the University of Arizona, affiliated with the College of Information Science. His research focuses on the integration of technology in second and foreign language education, particularly with emerging technologies like digital gaming and social media. He teaches courses in language pedagogy, sociolinguistics, and technology-enhanced language instruction for English, MATESL, and SLAT PhD programs. Reinhardt serves on the editorial boards of CALICO Journal and Language Learning and Technology , and previously served as President of the Computer Assisted Language Instructional Consortium (CALICO) from 2019-2020. His work bridges theoretical frameworks with practical applications in digital game-based learning, social media pedagogy, and L2 digital literacies. His publications analyze the role of digital games in language acquisition, the sociolinguistic dimensions of social media use, and the ecological factors shaping L2 identity development. Recent work emphasizes 'gameful' pedagogy, digital mediation, and the evolving landscape of technology-enhanced language learning. Reinhardt's research highlights innovative methodologies such as genre analysis, metaphor frameworks, and ecological systems theory applied to digital contexts. His contributions advance both theoretical understanding and practical implementation of technology-mediated language education strategies.