Find Academic Supervisors

Dana Mahr is a Researcher at the Karlsruhe Institute of Technology (KIT) within the Institute for Technology Assessment and Systems Analysis (ITAS) . Her work focuses on Technology Assessment , Science and Technology Studies , and Citizen Science , with particular interests in Epistemic Diversity , Digital Health Research , and the Sociopolitical dimensions of biomedical technologies . Key research areas: Participatory research, gender in science, public trust in technology, and science communication in digital contexts Current projects: Inspiring and Anchoring Trust in Science (IANUS), Moral economies of emerging technologies, and the role of experiential knowledge in biomedical research Teaching: Has designed courses on topics like "Big Data in Medicine" and "Citizen Science" at institutions including Université de Genève and University of Lübeck Her recent publications address issues such as digital patient twins , data diaries in health platforms , and the politics of gender and reproduction . She leads discussions on disinformation, public engagement, and the ethical implications of technology in healthcare. Mahr's work emphasizes the intersection of social theory , scientific governance , and democratic participation in shaping technological futures. Notable collaborations include research with European Citizen Science Association (ECSA) and contributions to debates on transgender rights and digital health equity . Her methodological approach combines historical analysis with participatory frameworks to challenge epistemic hierarchies in scientific practice.

• Technology Assessment
• Science and Technology Studies
• Citizen Science
• +4 more

Dr. Heather Petcovic is Chair and Professor in the Department of Geological and Environmental Sciences at Western Michigan University, with a joint appointment in the Mallinson Institute for Science Education. Her research bridges geoscience and education, focusing on field-based learning, cognitive development, and K-12 teacher training. Ph.D., Oregon State University (2004) M.S., Oregon State University (2000) B.A., Smith College (1995) Her research explores how field experiences shape geoscientists' cognition, integrating mixed methods to study spatial reasoning, mental models, and instructional design. She leads NSF-funded initiatives to democratize geoscience education at two-year and minority-serving institutions. Recent publications highlight her expertise in spatial thinking, virtual field experiences, and hydrogeology pedagogy. Awards include the National Association of Geoscience Teachers' Distinguished Lecturer. She mentors graduate students and contributes to geoscience education policy through roles like former associate editor for the Journal of Geoscience Education .

• Geoscience Education
• Field-Based Learning
• Cognitive Development in Geology
• +3 more

Dr. Susanne C. Knittel is Associate Professor of Comparative Literature at Utrecht University's Department of Languages, Literature and Communication. Holding a PhD from Columbia University (2011), she specializes in cultural memory, perpetrator studies, and environmental humanities through interdisciplinary lenses. Director of ERC-funded Ecologies of Violence project Co-founder of Journal of Perpetrator Research (2017) Co-director of Utrecht Network for Environmental Humanities Her research combines Holocaust memory with broader questions of guilt, responsibility, and cultural representation. She teaches courses on perpetrator studies, 20th/21st century European/North American literature, and posthumanist theory while organizing international academic initiatives like the Utrecht Forum for Memory Studies . Recent publications focus on environmental violence intersections with colonialism and genocide. Awards include ERC Consolidator Grant (2024), NWO-VENI award (2013), and European Studies Book Award recognition (2016).

• Cultural Memory
• Perpetrator Studies
• Environmental Humanities
• +7 more

Associate Professor Fiona Andrews is a leading academic at Deakin University , affiliated with the Faculty of Health and the School of Health and Social Development . As co-Leader of the HOME Research Hub, she bridges health, built environment, and social sciences to address Australia's housing crisis through interdisciplinary approaches. Doctor of Philosophy, University of Birmingham Master of Health Science, La Trobe University Diploma in Community Health, La Trobe University Bachelor of Science, University of Reading Her research focuses on the intersection of health and the built environment , emphasizing: Family-friendly apartment design Health impacts of housing quality Social integration in microvillages Public space equity Urban sustainability Qualitative methodologies (especially photo-narrative) Recent publications analyze: Kitchen design impacts on health Apartment communal spaces Co-housing models Future-proof hospital architecture Interim housing solutions Policy-informed urban planning Scientific Recognition : 2018 School of Health & Social Development Research Excellence Award She supervises doctoral candidates in architecture and health fields, chairs postgraduate thesis units, and secures grants from organizations including City of Greater Geelong and Lord Mayor's Charitable Foundation . Her work directly influences Victorian government housing policies through commissioned research.

• Urban and regional planning
• Public health
• Human geography
• +4 more

Samantha Katz Seal is an Associate Professor of English and the Pamela Shulman Professor of European and Holocaust Studies at the University of New Hampshire, specializing in gender, race, and embodiment in medieval English literature with particular expertise in Chaucer and premodern medical discourses. Her educational foundation includes a B.A. from Washington University in St. Louis and advanced degrees from Yale University: B.A., Washington University - St Louis M.A., Yale University M.Phil., Yale University Ph.D., Yale University Dr. Seal's research interrogates how medieval texts construct identity through intersections of gender, race, disability, and religion, with groundbreaking work on Jewish studies in medieval contexts and the history of reproduction. Her interdisciplinary methodology bridges literary analysis with feminist theory, disability studies, and critical race theory to expose the complexities of medieval subjectivity and its modern implications. Recent publications demonstrate an intensified focus on race-making processes in late medieval England, particularly the racialization of Christianity and Jewish identity, while maintaining her signature exploration of gender and reproduction as seen in her digital project cataloging premodern maternal mortality. Her scholarly recognition includes: ACLS Fellowship (2019-2020) Pamela Shulman Professor of European and Holocaust Studies Dr. Seal has secured significant research funding including the ACLS Fellowship supporting her book on medieval race ideologies. She actively shapes her field through editorial leadership on Speculum: A Journal of Medieval Studies and the MLA Chaucer Forum Executive Committee, while co-editing special journal issues that advance feminist medieval scholarship. Her service extends to mentoring emerging scholars through intersectional frameworks. She directs the digital humanities initiative Death in Childbirth: Memory, Maternity, and Premodern Europe, 1000-1700 and collaborates on feminist theory projects, demonstrating sustained commitment to innovative scholarly communication and community building.

• Chaucer
• Digital humanities
• Disability studies
• +7 more

Professor Sarah Kettley is Chair of Material and Design Innovation at Edinburgh College of Art, University of Edinburgh . She leads multidisciplinary teams across social care and health services, championing participatory and co-design methodologies rooted in humanistic psychology. Educated originally in contemporary jewellery and holding a doctorate in computer science, she integrates craft knowledge with wearable technology research, most notably through the ‘ An Internet of Soft Things ’ project that introduces electronic-textile imaginaries to third-sector mental-health communities. Research Interests Craft as Relational Encounter: exploring proximity, depth and co-becoming in design Participatory and co-design methods for marginalised groups (autistic people, visually-impaired researchers, Scottish care workers) Electronic textiles, wearable health technologies and emotional durability Social, cultural and economic value creation in care innovation Recent Publication Trends Between 2023 and 2025 her work focuses on refining and evaluating the Ripple Framework , a generative co-design approach that produces social, cultural and economic value in care settings. Papers cluster around inclusive methodologies, mental-health technology, and craft-led innovation, signalling an integrated vision where material practice, digital technology and care ethics co-evolve. Scientific and Professional Recognition Fellow of the Royal Society of the Arts Founder member, Arcintex international research network Co-chair, RAFT research group, Edinburgh College of Art Research Teams & Networks She co-chairs the RAFT research group at Edinburgh College of Art and is a founding member of the Arcintex network, enabling transnational collaborations in practice-based textile, interaction and health-care research.

• Material and Design Innovation
• Craft and Technology
• Participatory Co-design
• +5 more

Frank Schulz-Nieswandt is a Professor at the Department of Cooperative Studies within the Faculty of Management, Economics and Social Sciences at the University of Cologne, focusing on European Social Policy, Qualitative Social Research, and Co-operative Economics. He has held significant roles including Speaker of the Cologne Round Table of Scientific Institutions, Chief Editor of the Journal of Public and Non-Profit Enterprises (ZögU), and Professor of Honour at the Theological University of Vallendar. Key Affiliations: University of Cologne Theological University of Vallendar Research Interests include aging studies, social policy analysis, and existential philosophy applied to public services. His work explores the intersection of qualitative research and co-operative economic models. Scientific Contributions span publications on social exclusion, healthcare transformations, and EU regulatory systems. Notable awards and memberships involve leadership in the Cologne Networks of Public Services and advisory roles in major German public service organizations. He has contributed extensively to academic networks and journals while maintaining active research in aging-associated social challenges and qualitative methodologies.

• European Social Policy
• Qualitative Social Research
• Co-operative Economics
• +5 more

Dr. Senay Purzer is a Professor of Engineering Education at Purdue University's School of Engineering Education in West Lafayette, Indiana. Her office is located in ARMS 1331 with a research lab in WANG 3583. Her educational background shows she has established herself as a prominent researcher in engineering education, with particular expertise in understanding how students learn engineering concepts and develop design skills. Dr. Purzer's research focuses on the relationship between self-efficacy beliefs, team interactions, and student achievement; student interactions in diverse teams; the role of group argumentation in engineering design; and P-12 engineering education. Her recent publications (2023-2025) demonstrate a growing emphasis on ethical considerations in engineering design, data management, and socially transformative approaches to engineering education that address diversity, equity, and sustainability concerns. Her scholarly work spans numerous areas including design reasoning, innovation processes, assessment methodologies, and the integration of engineering concepts into K-12 education. She has published extensively in journals such as the Journal of Pre-College Engineering Education Research (J-PEER), where she has contributed annual reports and conceptual frameworks. Dr. Purzer actively collaborates with other researchers in the field, particularly with colleagues like Quintana on projects related to semantic fluency in design reasoning and argumentation processes. She is currently recruiting graduate students to work on research projects focused on engineering teamwork, diversity in engineering teams, and argumentation in engineering design.

• Engineering Education
• Self-efficacy
• Team Interactions
• +6 more

Dr. Yan Xia is an Associate Professor in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. He holds a Ph.D. in Educational Psychology and Learning Systems from Florida State University and completed a postdoctoral fellowship at Arizona State University's T. Denny Sanford School of Social and Family Dynamics. Key research areas: Statistical methods for structural equation modeling, item response theory, categorical/nonnormal/missing data analysis, and applications in special education, child development, organizational behavior, and sports psychology. Current appointments: Faculty, College of Education, University of Illinois (since 2025). Recent contributions: 2025 Monte Carlo simulation on developmental research generalizability, 2024 work on parallel analysis improvements, and meta-analysis of autism eye-tracking studies. His methodological work critically examines fit indices like RMSEA, CFI, and TLI in ordered categorical data contexts. Collaborations span autism research, educational interventions, and cross-cultural studies. Publications demonstrate expertise in DWLS/ULS estimation, factor retention, and missing data techniques. Scientific awards: Not explicitly mentioned in provided texts. Advising: Accepts new graduate students (2025). No student list provided.

• Statistical Methods for Structural Equation Modeling
• Item Response Theory
• Categorical Data Analysis
• +3 more

Marina Danckaerts is a Professor at the Faculty of Medicine at KU Leuven, affiliated with the Department of Neuroscience and active in the field of Developmental Psychiatry and ADHD research. Her research focuses on: Behavioral and emotional responses in ADHD Sleep disorders and interventions for adolescents with ADHD Attachment theory and instrumental learning in neurodevelopmental conditions Youth mental health service design Invisible disability representation in technology Post-trauma rehabilitation for refugee youth Recent publications highlight her work on: Sleep hygiene and cognitive-behavioral interventions for ADHD adolescents Behavioral persistence and reinforcement mechanisms in ADHD Comparative analysis of youth and professional perspectives on mental health services Game design applications for ADHD teenagers Impact of dopamine pathways on ADHD-attachment controversies She serves as: Co-promotor in 8 active research projects (2024-2030) Promotor for refugee family mental health research Member of KU Leuven Brain Institute (LBI) and Institute for Child and Youth (LC&Y) Participant in criminological sciences councils and psychology program committees Teaching contributions: Course coordinator for multiple child psychiatry modules (codes E0J45A, E0CR3A, etc.) Focus on evidence-based medicine, communication skills, and clinical practice in youth psychiatry

• Child and Adolescent Psychiatry
• ADHD
• Developmental Psychiatry
• +5 more

Umesh Sharma is Professor in the Faculty of Education at Monash University , Australia, and serves as Associate Dean (Equity and Inclusion) . Renowned internationally for advancing inclusive and special education, he leads large-scale research and policy initiatives across Australia, South and South-East Asia, and the Pacific. He is chief co-editor of the Australasian Journal of Special Education and the Oxford Encyclopedia of Inclusive and Special Education , and has authored over 150 scholarly works. Education & Qualifications Specific degree details are not provided in the text; however, his sustained professorial appointment and extensive publication record indicate doctoral-level qualification in education. Research Interests Professor Sharma’s research centres on inclusive education , special education , and positive behaviour support . He investigates teacher efficacy for inclusive practice, develops and validates psychometric scales for attitude and concern measurement, and designs inclusive curricular strategies . A significant focus is inclusive education in developing countries , with projects in India, Pakistan, China, Bangladesh, Fiji, Solomon Islands, Vanuatu, Samoa, and beyond. Recent Publication Trends Between 2024 and 2025 his work reveals a surge in systematic reviews, meta-analyses, and cross-national validation studies examining teacher attitudes, self-efficacy, and systemic support for inclusive practices. Emphasis is placed on post-pandemic educational recovery, policy analysis (e.g., India’s NEP 2020), and innovative teacher-education partnerships that bridge theory and practice across culturally diverse contexts. Scientific Awards & Recognition Dean’s Award for Excellence in Innovation and External Collaboration (2012) Dean’s Award for Research Impact (Economic & Social) (2016) Dean’s Award for Research Enterprise (2017) Outstanding Author Contribution Award (2015) Dean’s Award for Innovation for Learning and Teaching (2020) International Book Prize Award, Exceptionality Education International Zero Project Award for Outstanding Policy Development, United Nations Vienna (2016) Australia’s Research Field Leader in Special Education, Australian Chief Scientist Grants & Doctoral Supervision He has secured 30 funded projects since 2006, including two active ARC and government grants (2022-2026) on teacher capabilities in superdiverse classrooms and behaviour assessment in schools. While individual student names are not listed, he supervises doctoral researchers across inclusive education, disability studies, and teacher professional development domains. Laboratories, Teams & Networks Professor Sharma leads collaborative research teams within Monash’s inclusive education hub and coordinates the international CITED consortium (Inclusive Teacher Education & Development). He maintains active partnerships with universities, NGOs, and government agencies in more than 15 countries, fostering cross-cultural policy development and capacity-building initiatives.

• Inclusive Education
• Special Education
• Positive Behaviour Support
• +7 more

Paul McFlynn is a Senior Lecturer and Interim Associate Head of School of Education at Ulster University, specializing in teacher education with particular focus on Physical Education. He serves as Course Director for the PGCE in Physical Education and coordinates the post-primary PGCE course. His academic work spans the Faculty of Arts, Humanities & Social Sciences where he contributes significantly to educational research and teacher development programs. Dr. McFlynn's research interests primarily center on critical reflection in initial teacher education and mentoring practices for new educators. He has conducted significant work on Special Educational Needs (SEN) in Physical Education, investigating current practices in Northern Ireland post-primary schools. His professional activities include chairing AfPE NI (Association for Physical Education Northern Ireland), where he promotes the subject and develops improved Continuing Professional Development frameworks, and serving as an associate assessor with the Education and Training Inspectorate. His scholarly contributions demonstrate consistent productivity with research outputs spanning from 2013 to 2025, showing particular growth in publication and project activity since 2019. His work addresses critical issues in teacher education policy and practice, with strong connections to Northern Ireland's educational context and broader international perspectives. Distinguished Education Excellence Award (2021) As an academic leader, Dr. McFlynn supervises PhD and Master's students while coordinating key teacher education modules including The Reflective Professional Module on the MEd programme. His current research portfolio includes five major projects with external funding from organizations including the Baily Thomas Charitable Fund, Sport Northern Ireland, and the Department of Education and Learning (NI), demonstrating strong connections between his academic work and practical educational contexts.

• Critical Reflection in Teacher Education
• Mentoring in Initial Teacher Education
• Special Educational Needs in Physical Education
• +5 more

Donna J. Biederman is a Clinical Professor in the School of Nursing at Duke University, with a joint appointment as Professor in Family Medicine and Community Health since 2024. Her career bridges clinical practice, education, and research in public health nursing. Education: DrPH (2012) from University of North Carolina Greensboro, MN and BSN from University of Washington Tacoma Credentials: RN license (#216747) in North Carolina since 2007 Research focuses on social determinants of health , health disparities , and housing policy , particularly for marginalized populations like people experiencing homelessness. Her work explores: Transitional care models for homeless individuals Tenancy support services funded through Medicaid Stigma reduction in healthcare settings Medical respite programs Substance use treatment integration Health outcomes post-eviction Recent publications (2024-2025) highlight her leadership in: Smoke-free addiction treatment protocols Student-run housing initiatives like WellNest Policy analysis of Medicaid-funded housing support Qualitative studies on effective tenancy practices Major grants include: Nurse LEADS (2024-2029) - National Institute of Nursing Research NEPQR-MHTP (2022-2026) - Health Resources and Services Administration Back@Home Evaluation (2021-2023) - North Carolina Department of Health and Human Services Awards & Recognition: Multiple Outstanding Clinical Instructor Awards (Duke School of Nursing: 2013, 2014) "Extraordinary Nurse" nominee (NC Nurses Association, 2016) Nursing Distinguished Alumni Award (University of Washington Tacoma, 2015) She teaches courses addressing social drivers of health in rural and underserved communities (NURSING 540-543B) and oversees DNP projects since 2022.

• Public Health
• Social Determinants of Health
• Homelessness
• +3 more

Risa Cromer is an Associate Professor in the Department of Anthropology at Purdue University, where she was promoted in 2024. Her nationally recognized work bridges cultural anthropology, bioethics, and social justice, focusing on reproductive politics, race, disability, and the sociotechnical dimensions of medicine and science. Her educational background includes a Ph.D. and M.A. in Cultural Anthropology from The Graduate Center of the City University of New York, a B.A. in Gender Studies from Willamette University, and a Graduate Certificate in Women's Studies from CUNY. These interdisciplinary foundations underpin her critical approach to bioethical controversies. Dr. Cromer's research examines how reproductive technologies like embryo adoption become sites of racialized saviorism and political contestation, particularly in Christian nationalist movements. Her scholarship extends to menstrual health justice among homeless populations, the impact of "fetal burial" laws, and the role of technology in bodily autonomy. She actively translates anthropological insights into advocacy through grassroots reproductive justice work. Her recent publications reveal consistent engagement with marginalized communities, analyzing how policies and technologies affect reproductive experiences across race, class, and disability. The work demonstrates a trajectory from theoretical critique toward community-centered interventions, especially evident in her pandemic-era menstrual health research. She has secured competitive research funding from the Woodrow Wilson Foundation, Wenner-Gren Foundation, Brocher Foundation, Stanford University, and CUNY. Her applied work includes mental health services research for veterans and direct community action as a full-spectrum doula, talkline advocate, and abortion access organizer.

• Medical Anthropology
• Bioethics
• Reproductive Justice
• +5 more

Annette Majnemer is a Professor at McGill University's School of Physical and Occupational Therapy within the Faculty of Medicine and Health Sciences. She serves as a Senior Scientist at the Research Institute of the McGill University Health Centre (IR-MUHC), where she is affiliated with both the Child Health and Human Development Program and the Center for Evaluative Research in Health. Her academic career is firmly rooted in pediatric rehabilitation science, with particular emphasis on understanding and improving outcomes for children with developmental disabilities. Dr. Majnemer's research program focuses on child, adult, and environmental factors that influence activity limitations and participation restrictions in children and youth with developmental disabilities. She has particular expertise in studying children born at high risk of impairment, including preterm survivors and children with congenital heart disease, as well as those with cerebral palsy. A significant portion of her recent work has centered on knowledge translation and exchange strategies designed to promote best practices in early identification of impairment and adoption of effective rehabilitation interventions. She leads the CHILD-BRIGHT Network, a pan-Canadian patient-oriented research strategy targeting children with brain-based disorders, which represents one of the most significant collaborative efforts in childhood disability research in Canada. Her publication record demonstrates a strong trajectory in childhood disability research, with recent work increasingly focusing on innovative approaches to rehabilitation service delivery, including telehealth, digital interventions, and gamification strategies to enhance participation. The breadth of her research spans from basic understanding of developmental trajectories to implementation science examining how to effectively integrate evidence into practice. Her work consistently emphasizes patient and family engagement, recognizing the critical importance of incorporating the perspectives of children with disabilities and their families in research design and service development. Dr. Majnemer has been instrumental in developing and evaluating coaching interventions for parents of children with developmental delays, examining how to optimize leisure participation for children with disabilities, and creating tools to measure inclusion in community settings. Her work on the Child Community Health Inclusion Index represents an important contribution to the field's ability to assess and improve community participation for children with disabilities. Through her leadership of the CHILD-BRIGHT Network and numerous collaborative research projects, Dr. Majnemer has established herself as a central figure in Canadian childhood disability research, bridging clinical practice, research, and policy to improve outcomes for children with disabilities and their families across the country.

• Child Disability
• Developmental Disabilities
• Rehabilitation
• +4 more