Find Academic Supervisors

• Animal Behaviour
• Animal Welfare
• Comparative Color Vision
• +3 more

Professor Hannah Buchanan-Smith is a Professor of Psychology at the University of Stirling, Faculty of Natural Sciences. She holds multiple external roles including Member of the UK Zoos Expert Committee advising DEFRA and devolved governments, Leader of the 'Welfare and mixed-species living' project at the Living Links Executive Board, and Corresponding member of the Primate Society of Great Britain's Captive Care Working Party. Her research focuses on animal behavior, welfare, and ecology with a particular emphasis on non-human primates. Education: PhD from University of Reading, postdoctoral work at St Andrews University Research interests include comparative color vision evolution, refinement of laboratory animal care (3Rs principles), and welfare assessment in zoos. She promotes welfare through open-access resources like the Marmoset Care website and the NC3Rs Macaque Website. Collaborations include RZSS Edinburgh Zoo and Blair Drummond Safari Park. Recent articles explore cultural differences in zoo visitor attitudes, social dynamics in mixed-species exhibits, and welfare implications of circadian rhythms in captive pandas. Her work bridges theoretical research with applied welfare practices, emphasizing translational science between field observations and captive environments. Awards: Extensive professional recognitions through committee memberships but no specific named awards listed Advising: Supervised Dr. Lou Tasker (PhD) and others through BBSRC CASE studentships. Active in grant-funded projects including EU, BBSRC, and NC3Rs initiatives. Leads the 24/7 welfare approach framework for captive animals. Labs/Teams: Core member of Scottish Primate Research Group, affiliated with the Behaviour and Evolution Research Group at Stirling. Collaborates internationally through IUCN Species Survival Commission.

• Team Dynamics
• Organizational Behavior
• Negotiation Theory
• +3 more

Stephen Humphrey is the Alvin H. Clemens Professor of Management and Organization at the Smeal College of Business, Pennsylvania State University. His research focuses on social relations at work, with a primary emphasis on teamwork dynamics, negotiation theory, and organizational behavior. He holds a PhD in Organizational Behavior and Human Resource Management from Michigan State University and a BS in Psychology from James Madison University. Professor Humphrey's research explores two core areas: (1) the 'bottom-up' formative design of teams (including composition, role allocation, and reward structures), and (2) the 'top-down' management of existing teams (focusing on temporal dynamics, structural adaptation, and conflict resolution). His work on team microdynamics examines multilevel, multi-period, and multi-theoretical aspects of teamwork. His recent publications demonstrate strong research trends in team dynamics, organizational reputation, negotiation pedagogy, and ethical decision-making. Articles frequently employ meta-analytic approaches and focus on contextual factors influencing team performance across diverse settings. The research consistently bridges theoretical frameworks with practical organizational applications. Professor Humphrey teaches negotiation skills across undergraduate, MBA, EMBA, and executive education programs. He has developed several negotiation simulations derived from real-world scenarios and teaches doctoral seminars on organizational research design. As faculty advisor, he mentors PhD and DBA students in research methodology and academic development.

Murali ManiView profile

Professor

• Database Systems
• Data Provenance
• Generative AI
• +12 more

Murali Mani is a Professor in the Department of Computer Science, Engineering, and Physics at the College of Innovation and Technology, University of Michigan-Flint. He is actively involved in teaching courses such as Database Design (CSC 384, CSC 584) and Independent Graduate Study in Computer Science (CSC 591), and serves as Principal Investigator on multiple research grants focused on computing education and data science. His research interests span database systems, data provenance, generative AI for data augmentation, computing education, and the societal impact of technology . He has developed educational tools including epidemiology calculators and market basket analysis modules to support interdisciplinary learning. His work emphasizes integrating computing skills across disciplines such as health sciences and management. The 15 most recent scholarly contributions reflect a strong focus on data management, AI-augmented data curation, educational technology, and the cognitive aspects of learning programming. These publications appear in venues such as VLDB, IEEE FIE, and ACM conferences, with several under review or in preparation for top-tier journals like Communications of the ACM and the VLDB Journal. Scientific Awards: No awards explicitly mentioned in the provided text. Advising and Grants: Murali Mani actively mentors students through independent graduate studies and collaborative research projects. He has secured funding from the National Science Foundation (SGER grant on provenance metadata) and internal university sources, including the CIT/CHS Joint Grant and the Office of Research at UM-Flint, supporting projects on civic literacy, computational skills integration, and AI for social science data archiving. Labs and Teams: While no formal lab name is mentioned, Murali Mani leads a research group focused on data systems and computing education, collaborating with colleagues across departments and institutions. He contributes to initiatives such as the Michigan Institute for Data & AI in Society (MIDAS) and the Academic Data Science Alliance (ADSA), and has presented at conferences including IASSIST, FIE, and ICCTAC.

Arun RaiView profile

Professor

• Information Systems
• Digital Innovation
• Artificial Intelligence
• +4 more

Arun Rai serves as Regents’ Professor and Howard S. Starks Distinguished Chair at Georgia State University's Robinson College of Business, where he co-founded and directs the Center for Digital Innovation. His career spans interdisciplinary research bridging information systems with societal impact through industry-university collaborations across global sectors. His educational foundation includes: Ph.D. from Kent State University MBA from Clarion University of Pennsylvania M.S. from Birla Institute of Technology & Science Rai's research explores digital innovation , AI governance , and societal impacts of technology through investigations of platform ecosystems, supply chain transformation, and digital solutions for poverty and health disparities. His work uniquely connects technical systems design with behavioral and organizational outcomes across contexts from rural India to global corporations. Recent publications (2023-2025) reveal intensifying focus on AI-human collaboration , digital risk assessment , and platform governance tensions , with growing emphasis on healthcare applications and equity implications. The trajectory shows evolution from organizational IT adoption toward complex sociotechnical systems addressing global challenges. His scientific recognition includes: Fellow of the Association for Information Systems Distinguished Fellow of the INFORMS Information Systems Society LEO Award for Lifetime Exceptional Achievement Rai has mentored over 60 doctoral students (30+ as chair) with alumni now holding leadership positions globally. His research attracts major funding from Apollo Hospitals, China Mobile, IBM, Intel, UPS, and federal agencies, enabling real-world implementations like the Global Supply Chain Solutions Program during UPS's digital transformation. Current initiatives focus on generative AI in education and healthcare IT policy impacts. As director of the Center for Digital Innovation, he cultivates cross-sector partnerships advancing digital transformation through collaborative research on AI governance, platform ecosystems, and societal impact measurement.

• Neuroscience
• Cognitive Neuroscience
• Visual Attention
• +7 more

Jeffrey D. Schall is the E. Bronson Ingram Professor of Neuroscience at Vanderbilt University School of Medicine, where he has been a faculty member since 1989. His research focuses on the neural mechanisms underlying executive control, visual attention, and decision-making processes, particularly in relation to eye movements and cortical processing. Research Interests: Dr. Schall's work centers on cognitive neuroscience, with emphasis on how the brain controls attention, resolves conflict, and regulates speed versus accuracy in decision-making. He investigates neural correlates of error detection, distractor inhibition, and oculomotor control using electrophysiological and behavioral methods in primates and humans. His studies often involve the supplementary eye field and medial frontal cortical areas. Recent Research Trends: Analysis of his recent publications shows a strong focus on cortical mechanisms of cognitive control, including theta-band error signals, distractor positivity, and neural dynamics of speed-accuracy trade-offs. His work bridges experimental neuroscience with theoretical models of attention and executive function. Scientific Awards: E. Bronson Ingram Professor of Neuroscience Advising and Grants: While specific students and grants are not listed in the provided text, Dr. Schall leads an active research program with extensive publication output and editorial engagement. His long tenure and named professorship suggest a history of successful mentoring and external funding. Labs and Teams: Though no lab name is provided, Dr. Schall directs a neuroscience research group at Vanderbilt focused on cognitive control and visual processing. He collaborates widely with experts in attention, perception, and cognitive neuroscience across institutions.

Håkan LarssonView profile

Professor

• Gender Studies
• Sports Didactics
• Physical Education
• +5 more

Professor Håkan Larsson holds the position of Professor and Head of the Department of Movement, Culture, and Society at the Swedish School of Sport and Health Sciences (GIH). He specializes in Educational Science with a focus on gender, sexuality, and sport didactics. His academic leadership includes directing research initiatives such as the PIF group (Pedagogical Sport Research) and the FIHD Graduate School, which trains teachers in physical education and health. Larsson supervises eight doctoral students and teaches in GIH’s master’s and doctoral programs, notably leading mandatory courses in sports science. Research Interests: Pedagogical processes in club and school sports Gender, sexuality, and embodiment in physical education Heteronormativity and LGBTQ+ inclusion in sports Collaborations: Norwegian School of Sport Sciences (part-time leave) Swedish National Agency for Education (Skolverket) Riksidrottsförbundet (Swedish Sports Confederation) His research spans projects like 'Heteronormativitet inom idrotten' (2012–2013) and the KUL project (2011–2013), funded by the Swedish Research Council. Larsson also chairs evaluation committees for academic programs and collaborates with interdisciplinary groups like Research in Education & Movement Culture. Publications emphasize critical pedagogy, transgender embodiment in education, and innovative teaching methods. His work bridges theory and practice, addressing contemporary challenges in physical education and sport equity.

Enkelejda KasneciView profile

Professor

• Human-Centered Technologies
• Artificial Intelligence in Education
• Multimodal Interaction
• +4 more

Prof. Dr. Enkelejda Kasneci is a Distinguished Professor at the Technical University of Munich (TUM), leading the Chair of Human-Centered Technologies for Learning. She holds dual affiliations within TUM School of Social Sciences and Technology and TUM School of Computation, Information and Technology. Her research integrates AI, eye-tracking, and immersive technologies to advance educational paradigms. She directs the TUM Center for Educational Technologies and chairs the MSc program 'AI in Society.' Education: PhD in Computer Science from University of Tübingen (2013), M.Sc. from University of Stuttgart (2007). Earlier roles include Assistant Professor and Dean of Studies at University of Tübingen. Research Focus: Human-centered AI applications in education, multimodal interaction design, and privacy-preserving eye-tracking. Her work bridges technology and pedagogy through projects like AI tutor PEER, VR Classroom, and Privacy-Preserving Eye-tracking. Key Projects: Leads EU-funded projects VIVA (€1.125M), DigiProMIN (€163K), and SARA Kids (€244.8K). Active in policy initiatives like Europe’s AI Imperative. Awards: TUM Heinz Maier-Leibnitz Medal (2024), Liesel Beckmann Distinguished Professorship (2022), and Südwestmetall Research Prize (2014). Grants & Advising: Over €5M in secured funding across 12+ projects. Supervises 14+ PhD researchers and mentors postdocs in AI education and HCI. Labs & Teams: IT-Stiftung EdTech Lab houses advanced VR/eye-tracking setups. Research group includes 20+ members spanning AI, HCI, and educational technology.

Michael S. MatthewsView profile

Professor

• Gifted Education Policy
• Diversity in Gifted Education
• Assessment and Identification of Advanced Abilities
• +4 more

Dr. Michael S. Matthews is a Professor and Interim Department Chair in the Department of Special Education and Child Development at the University of North Carolina at Charlotte (UNC Charlotte). He also serves as Director of the Academically/Intellectually Gifted M.Ed. Program. His primary roles include teaching, research, and leadership in gifted education policy, program development, and equity initiatives. He is co-editor of the Gifted Child Quarterly and a board member of the National Association for Gifted Children. Education: Ph.D. in Educational Psychology (Gifted & Creative Education), University of Georgia (2002) M.A. in Anthropology (Archaeology), University of Wisconsin (1991) B.A. in Chemistry, magna cum laude, University of Tennessee at Chattanooga (1989) Research focuses on: Gifted education policy and equity Assessment and identification of advanced learners Parental influence on gifted children Underachievement prevention Science education for gifted learners Homeschooling dynamics Publications highlight methodological rigor, transparency in research, and addressing disparities in gifted program access. He advocates for open science practices and has led initiatives to improve identification rates for underrepresented groups. His work bridges academia and policy, emphasizing real-world applications for diverse learners. Awards include the NAGC Early Scholar Award (2014), AERA Pyryt Collaboration Award (2017), and the Texas AGT Legacy Book Award (2019). He has advised numerous graduate students and contributed to national education reforms through board memberships and advisory roles.

Olof StephanssonView profile

Researcher

• Reproductive Epidemiology
• Perinatal Health
• Maternal Obesity
• +4 more

Olof Stephansson is a senior researcher and group leader at the Clinical Epidemiology Unit (KEP) , Karolinska Institutet , focusing on reproductive, perinatal, and pediatric epidemiology. His work utilizes Swedish healthcare registries and quality registers to investigate risk factors, interventions, and medical management during pregnancy and childbirth. Key research areas: maternal obesity, preeclampsia prediction, climate change impacts, neonatal neurodevelopment, IBD in pregnancy, and labor management Funded by: Swedish Research Council, NIH, FORTE, NordForsk, and Karolinska Institute Collaborates with: Stanford, Oregon Health, University of British Columbia, London School of Hygiene, University of Witwatersrand His group (2014-present) manages the Swedish Pregnancy Registry and conducts randomized trials like the Oneplus study on midwifery models. Recent publications (2024-2025) analyze maternal BMI effects on offspring sleep, labor duration risks, and vaccine safety in pregnancy.

Devin G PopeView profile

Professor

• Behavioral Economics
• Psychology-Economics Intersection
• Observational Data Analysis
• +4 more

Devin G. Pope is the Steven G. Rothmeier Professor of Behavioral Science and Economics at the University of Chicago's Booth School of Business. His research examines psychological biases in economic decision-making using observational data across diverse markets including healthcare, voting, transportation, and consumer behavior. Pope has published extensively in top economics journals (American Economic Review, Quarterly Journal of Economics), general science publications (Science, Nature), and interdisciplinary outlets (Management Science, Psychological Science). His research interests bridge behavioral economics and psychology, focusing on vaccination incentives , racial bias measurement , consumer decision heuristics , and observational data analysis . Recent work leverages smartphone data to study religious attendance patterns, voting wait times, and geographic mobility. Pope's research methodology emphasizes real-world field experiments and large-scale observational datasets to identify psychological biases affecting economic outcomes. Notable scientific contributions include: Co-editing the American Economic Review Amazon Scholar appointment (2019-2021) Robert King Steel Faculty Fellowship Steven G. Rothmeier Professorship Pope advises PhD students and teaches graduate courses including Behavioral Economics and Workshop in Behavioral Science. His research has received significant external funding for pandemic response studies and behavioral interventions. Pope maintains active research collaborations across economics, psychology, and public health disciplines through the Booth School's research centers and workshops.

E. Lea JohnstonView profile

Professor

• Criminal Law
• Criminal Procedure
• Mental Health Law
• +4 more

E. Lea Johnston is the Clarence J. TeSelle Professor and Professor of Law at the University of Florida Levin College of Law. She is a leading expert in mental health law, criminal law, and criminal procedure, with her work appearing in top law reviews and peer-reviewed interdisciplinary journals. Her scholarship has been widely cited by legal scholars, appears in leading treatises, and has received attention from courts and social scientists. Her theory of sentencing forms part of the theoretical framework for the standard textbook for forensic psychiatry fellowship programs. Professor Johnston earned her A.B. from Princeton University and her J.D. (cum laude) from Harvard Law School. Before entering academia, she worked as a litigation associate at Arnold & Porter LLP in Washington, D.C., served as director of the Maryland Public Interest Research Group, and clerked for Judge Richard Tallman of the U.S. Court of Appeals for the Ninth Circuit. Johnston's research primarily focuses on the intersection of mental health and criminal justice. Her work examines how mental illness impacts criminal responsibility, competence to stand trial, sentencing, and diversion programs. She has made significant contributions to understanding diminished responsibility doctrines, insanity defenses, mental health courts, and assisted outpatient treatment. Her scholarship often employs interdisciplinary approaches, integrating legal analysis with insights from psychology, psychiatry, and behavioral sciences to develop more humane and just approaches to mentally ill offenders within the criminal justice system. Her publications demonstrate consistent scholarly output with significant impact across multiple disciplines. The trajectory of her work shows an evolution from foundational analyses of legal standards for mentally ill defendants toward more comprehensive reform proposals addressing systemic issues in how the criminal justice system handles mental illness. Elected to American Law Institute (2020) Former Chair of Criminal Justice Section, American Association of Law Schools Former Chair of Law and Mental Disability Section, American Association of Law Schools Member of Legal Scholars Committee, American Psychology-Law Society Professor Johnston has significantly influenced both legal scholarship and practice through her theoretical contributions and practical recommendations. Her work on sentencing theory for mentally ill offenders has been incorporated into forensic psychiatry training materials, demonstrating real-world impact beyond academia. While specific grant information isn't detailed in the provided text, her extensive publication record and leadership roles suggest substantial research support throughout her career. Her scholarship serves as a critical bridge between legal doctrine and clinical mental health practice, offering frameworks that balance therapeutic needs with justice considerations.

Kristian O'ConnorView profile

Professor

• Biomechanics
• Musculoskeletal Injury
• Sports Medicine
• +5 more

Kristian O'Connor is a Professor in the Department of Kinesiology within the College of Health Sciences at the University of Wisconsin-Milwaukee, where he also serves as Associate Vice Provost for Research Education. His academic credentials include a Ph.D. in Exercise Science from the University of Massachusetts (2002), an M.S. in Exercise Science from Arizona State University (1998), and a B.A. in Physics from Colorado College (1994). Dr. O'Connor's research centers on the biomechanics of musculoskeletal injury, with particular emphasis on knee injury mechanisms during sports activities. His work investigates how neuromuscular fatigue contributes to increased injury risk in conditions like anterior cruciate ligament (ACL) tears and anterior knee pain, and explores its role in osteoarthritis progression. A significant innovation in his research involves developing portable single-camera 3D motion capture technology for clinical settings, eliminating the need for specialized laboratory environments. Analysis of his 15 most recent publications reveals consistent focus on age-related movement changes, knee biomechanics during dynamic tasks, and fatigue-induced injury mechanisms. His work spans geriatric mobility, athletic performance, and clinical rehabilitation, with strong methodological emphasis on motion analysis and neuromuscular assessment. Key trends include transition step descent biomechanics, visual-motor integration in aging populations, and foot-joint coupling dynamics in runners. Dean’s Award for Outstanding Service (2016), College of Health Sciences As Associate Vice Provost for Research Education, Dr. O'Connor oversees research training programs while maintaining active NIH-funded research. His recent grants include NIH R44HD068147-02 ($1.5M) and R43HD068147-01 ($215k) for developing clinical gait assessment tools, plus industry funding from Sport Biomechanics, Inc. His research program integrates motion capture technology development with fundamental injury mechanism studies, focusing on translating laboratory findings to clinical applications for injury prevention and rehabilitation. Dr. O'Connor leads a biomechanics research laboratory focused on developing portable motion analysis systems and investigating injury mechanisms across diverse populations including athletes, older adults, and clinical patients. His team's development of single-camera 3D motion tracking represents a significant advancement toward accessible clinical biomechanics assessment.

• Digital Well-Being
• Online Platform Data Donation
• Online Trace Data
• +7 more

Andrew K. Przybylski is a Professor of Human Behaviour and Technology at the University of Oxford's Oxford Internet Institute (OII). His research bridges psychology and digital technology studies, focusing on how virtual environments like social media and video games influence motivation, health, and well-being. He advocates for open, reproducible science and collaborates with policymakers to address digital-age challenges. Recent appointments include Honorary Professor at The Educational University of Hong Kong’s Centre for Psychosocial Health. Education: Undergraduate, postgraduate, and doctoral degrees from the University of Rochester (United States). Research Interests: His work explores digital well-being, online platform data donation, social media's psychosocial effects, and video game engagement. Key themes include open science, meta-science, and the intersection of technology with adolescent mental health. Article Trends: Recent studies analyze digital harms, social media's impact on youth, and reproducibility in tech research. His projects span neuroscience (e.g., screen time's effect on brain organization), behavioral analysis (e.g., gaming and affective responses), and policy-oriented work (e.g., multiverse approaches to internet use). Collaborations with institutions like the Ashmolean Museum highlight his interest in digital culture's therapeutic potential. Scientific Awards: Honorary Professor at The Educational University of Hong Kong’s Centre for Psychosocial Health Grants & Collaborations: Funded by the Huo Family Foundation, UK Research and Innovation (UKRI), Economic and Social Research Council (ESRC), The British Academy, The Leverhulme Trust, Barnardo’s, and the University of Oxford’s John Fell Fund. He contributes as a scientific advisor to the Sync Digital Wellbeing Program. Labs & Projects: Leads initiatives like the Programme on Adolescent Well-Being in the Digital Age, Capturing Digital Footprints of Video Game Play, and Understanding Video Game Play and Mental Health. These projects emphasize open-source data collection and cross-disciplinary collaboration.

James J. GrossView profile

Professor

• Emotion Regulation
• Affective Science
• Psychophysiology
• +3 more

James J. Gross is the Ernest R. Hilgard Professor of Psychology at Stanford University, with a courtesy appointment in Philosophy. He directs the Stanford Psychophysiology Laboratory and holds affiliations with Bio-X, Wu Tsai Human Performance Alliance, and Wu Tsai Neurosciences Institute. His academic journey includes a BA in Philosophy and Psychology from Yale University (1987) and a PhD in Clinical Psychology from UC Berkeley (1993). Gross's research examines emotion regulation mechanisms using multimodal approaches (behavioral, physiological, neuroimaging). Key interests include: Emotion coherence dynamics Cognitive reappraisal and suppression strategies Automatic emotion regulation processes Social anxiety pathophysiology Clinical applications for mood disorders His publications demonstrate consistent focus on affective science translation to clinical interventions, particularly for anxiety and mood disorders. Recent work explores neurophysiological correlates of emotion regulation and tech-enabled intervention tools. Notable scientific honors: 2025 Grawemeyer Award in Psychology (field-defining contributions) Dual Honorary Doctorates (UC Louvain, Tilburg University) American Academy of Arts and Sciences Fellowship APS Mentor Award and inaugural SAS Mentorship Award Walter J. Gores Award (Stanford's highest teaching honor) Gross directs the Stanford Psychophysiology Laboratory, mentoring doctoral candidates and postdoctoral scholars. He currently advises 8 graduate students across psychology and neuroscience programs. His lab investigates emotion regulation in clinical populations through NIH-funded trials, including studies on CBT mechanisms in social phobia.

Katherine RykerView profile

Associate Professor

• Geoscience Education Research
• Inquiry-Based Learning
• Student-Centered Teaching Practices
• +3 more

Katherine Ryker is an Associate Professor at the University of South Carolina, affiliated with the School of the Earth, Ocean & Environment within the McCausland College of Arts and Sciences. She leads the Ryker Research Lab, which focuses on geoscience education research, emphasizing inquiry-based learning, student-centered teaching practices, and the integration of augmented/virtual reality in education. Her work explores how teaching methods impact student engagement, spatial skill development, and academic persistence in geoscience disciplines. Her research interests include: Geoscience education reform Teacher professional development Role of technology in STEM education Student learning strategies in large introductory courses Outreach strategies to correct public misconceptions about geoscience Ryker’s lab maintains a structured environment with documented protocols for onboarding, data management, diversity initiatives, and collaborative authorship. She advises graduate and undergraduate students, supporting their academic and career development through grants such as NSF GRFP and SEOE Travel Awards. Her lab also emphasizes work-life balance, professional mentorship, and ethical standards in academia. Her students have pursued roles in academia (e.g., Senior Lecturer at Vanderbilt University) and applied geoscience fields (e.g., National Park Ranger). Ryker’s contributions to geoscience education include advancing pedagogical frameworks, publishing influential research, and advocating for inclusive teaching practices across institutions.