Find Academic Supervisors

Amber DoironView profile

Assistant Professor

• Biomaterials
• Nanotechnology
• Drug Delivery
• +5 more

Amber Doiron is an Assistant Professor and Graduate Program Director in the Department of Electrical and Biomedical Engineering at the University of Vermont (UVM), part of the College of Engineering and Mathematical Sciences. Her research focuses on developing biomaterials and nanotechnology solutions for drug delivery systems, wound care, and MRI contrast agents. Applications include combating bacterial biofilms, detecting inflammation, and studying nanoparticle-cell interactions. Doiron holds an M.S. and Ph.D. in Biomedical Engineering from the University of Texas at Austin. She completed her postdoctoral training as the T. Chen Fong Fellow in Radiology and Chemical Engineering at the University of Calgary. She also served as Chief Scientific Officer at NanoPulse Biosciences, a startup developing gold nanoparticle biomedical applications. Her research interests span biomaterials design, nanomedicine, and translational applications. Key areas include drug delivery mechanisms, magnetic resonance imaging contrast agents, and strategies to disrupt biofilm infections. She actively integrates education through courses like BME 5150 (Nanobiomaterials) and BME 2050 (Materials and Transport). Recent work explores nanoparticle-based inflammation detection, synergistic antimicrobial therapies, and cerebrovascular effects of nanoparticles. Her lab investigates ROS generation in biofilm control and metabolite-depleting materials for anti-biofilm strategies, supported by grants like the NSF CAREER award. Doiron’s educational initiatives include project-based learning approaches and STEM outreach programs aimed at expanding gender diversity in engineering. Her lab’s interdisciplinary focus bridges materials science, biomedical applications, and clinical translation.

• Developmental Psychology
• Child Mental Health
• Anxiety Disorders
• +5 more

Dr. Kathryn Lester is an Associate Professor in Developmental Psychology at the University of Sussex's School of Psychology. She leads internationally recognized research on childhood anxiety, focusing on intergenerational transmission, cognitive biases, and school mental health interventions. Her work includes developing evidence-based programs for emotionally-based school avoidance and evaluating whole-school approaches to mental health. She holds leadership roles in Sussex’s senior management team, including Subject Group Lead for Developmental Psychology and Deputy Director for Postgraduate Research. She co-leads the Sussex Foundation Partnership Trust School Mental Health Research Team Clinic and has secured funding from the National Institute for Health Research, ESRC, and The National Lottery Community Fund. Her academic journey includes a D.Phil. in Psychiatry from the University of Oxford (2008) and postdoctoral research at the University of Sussex and King’s College London. Key research interests include anxiety prevention, school-based interventions, and the impact of parenting behaviors on child mental health. She has collaborated with organizations like the Sussex Wildlife Trust and provided consultancy for educational content development, such as children’s book series on emotions and ITV’s ‘Planet Child’ series. Her research spans mixed-methods approaches, including participatory methods with children and caregivers. Notable projects include NIHR-funded studies on digital mental health toolkits and Kavli Trust-funded interventions to reduce anxiety transmission from parents to children. She actively engages in knowledge exchange and mentoring early-career researchers.

Tanya TierneyView profile

Medical Educator

• Medical Education
• Healthcare Communication
• Simulation-Based Training
• +3 more

Dr Tanya Tierney serves as Assistant Dean, Clinical Communication at the Lee Kong Chian School of Medicine, Nanyang Technological University. She is a资深 medical educator specializing in patient-centered communication and simulation-based teaching methodologies. Previously, she held roles at Imperial College London, including Course Leader for Clinical Communication and Head of Year for Graduate Entry Medicine students. Her expertise includes simulated patient (SP) training, curriculum development, and student welfare initiatives. Dr Tierney holds a PhD in Neuroendocrinology from the National Institute for Medical Research (1998) and transitioned to medical education research in 2004. Her work focuses on simulation-based learning, ethnographic approaches to non-technical skills development, and stress management in healthcare settings. Key contributions include developing assessment tools like the Imperial Stress Assessment Tool (ISAT) and advancing hybrid simulation methodologies. Her research portfolio spans over two decades, with recent emphasis on empathy development in healthcare professionals, global perspectives on equity in medical education, and optimizing simulated participant programs. She has authored numerous studies on clinical communication, surgical training, and interprofessional collaboration.

David Lydon-StaleyView profile

Associate Professor

• Health Communication
• Substance Use
• Media Effects
• +7 more

David Lydon-Staley is an Associate Professor at the Annenberg School for Communication, University of Pennsylvania, where he serves as Principal Investigator of the Addiction, Health, & Adolescence (AHA!) Lab. His research integrates neuroscience with communication science to examine substance use, media effects, and curiosity using fMRI, ecological momentary assessment, and network analysis. Education includes a Ph.D. in Human Development & Family Studies from The Pennsylvania State University, an M.S. from Penn State, an M.F.A. in Creative Writing from Drexel University (2025), and a B.A. in Psychology and English Literature from Trinity College Dublin. Research focuses on three interconnected areas: curiosity in media environments and health communication, media engagement in emotion dynamics, and substance use through dynamic network perspectives. Work emphasizes intensive longitudinal measurement of brain-behavior interactions during daily life. Recent publications (2023-2025) predominantly explore tobacco behavior, neural mechanisms of addiction, curiosity modulation, and social media's emotional impacts. Articles demonstrate consistent themes: fMRI analysis of inhibitory control, real-time geospatial tracking of smoking triggers, curiosity-based health messaging, and emotion regulation networks. Research has been supported by the National Institute on Drug Abuse, Jacobs Foundation, International Society for Behavioral Development, Center for Curiosity, and Brain & Behavior Research Foundation. Leads the Addiction, Health, & Adolescence (AHA!) Lab investigating substance use through network science approaches. Collaborates with the Complex Systems Lab at Penn's Department of Bioengineering.

Adam DinhamView profile

Professor

• Religion and Belief Literacy
• Public Policy
• Social Justice
• +3 more

Adam Dinham is a Professor of Faith and Public Policy at Goldsmiths, University of London and co-head of the Department of Social, Therapeutic and Community Studies. He also holds a Professorship in Religion and Belief Literacy at VID University, Norway, and is Director of the Faiths and Civil Society Unit. His academic background includes degrees in Theology, Social Policy, and Politics, alongside qualifications in Social Work and Counselling. Dinham’s research focuses on religion and belief as a protected characteristic in public policy, particularly in healthcare, education, and social care. He pioneered the concept of 'religion and belief literacy' as a social justice tool and has conducted ESRC- and AHRC-funded research on public policy gaps. His work includes co-editing influential books like Re-imagining Religion and Belief for 21st Century Policy and Practice (2018) and authoring Religion and Belief Literacy: Reconnecting a Chain of Learning (2020). His grants include AHRC projects on Muslim participation in arts and policy development. Awards include a Fellowship at the Westminster Abbey Institute. Dinham advises governmental and non-governmental organizations and leads initiatives like the Religion and Belief Literacy Partnership, providing training in workplaces.

Maria DoveView profile

Professor

• Multilingual Education
• Co-teaching Strategies
• Educational Collaboration
• +3 more

Maria Dove, Ed.D., is a Professor in the Department of Education at Molloy College. Her research focuses on co-teaching strategies, multilingual education, and educator collaboration to support diverse learners. She has published extensively in journals like NYS TESOL Journal and Language Magazine , emphasizing collaborative planning and resilience-building in educational settings. Dr. Dove’s work highlights the importance of shared instructional practices and teacher teamwork. Her educational background includes an Ed.D., though specific degree details are not provided. Collaborations with colleagues like Dr. Honigsfeld are central to her scholarship, focusing on practical solutions for multilingual learners and capacity-building in schools. No academic awards are explicitly mentioned in the provided materials.

Sylvie AlbertView profile

Professor

• Smart Cities
• Sustainable Urban Development
• Digital Innovation in Governance
• +4 more

Dr. Sylvie Albert is a Professor of Strategy and Leadership at the University of Winnipeg, former Dean of the Faculty of Business and Economics, and past Associate Dean of Laurentian University's Faculty of Management. With 15 years in academia, she has extensive experience in municipal/provincial governance, management consulting, and economic development. A leading expert in smart cities and digital urban innovation, her work bridges academia, policy, and practice through roles like Senior Advisor to Infrastructure Canada's Smart Cities Challenge and lead jurist for the Intelligent Community Forum. Her research focuses on sustainable urban development, digital governance, and community telecommunication networks, informed by activism on local-to-international boards and think tanks. She is authoring her fourth book on smart cities and has led projects nationwide through her consultancy, Planned Approach Inc. Education & Experience: 12 years in government roles 10 years in management consulting Founder/owner of Planned Approach Inc. (economic development consulting) Leadership roles in Northern Ontario economic development corporations Research Interests: Her interdisciplinary work examines strategy development , entrepreneurship , innovation ecosystems , and the intersection of digitalization with urban policy. Key themes include: Smart/intelligent/sustainable city frameworks Community wireless networks and ICT adoption Online learning pedagogy in business education Labour market barriers for immigrant professionals Grants & Advising: Her advisory contributions include: Global Forum on Digitalization in Europe (yearly participation) Infrastructure Canada's Smart Cities Challenge (Senior Advisor) UN Voluntary Local Reviews methodology development Her consultancy work emphasizes economic development projects and smart community planning across Canada. Labs & Collaborations: Engaged with global networks like the Intelligent Community Forum and cross-sectoral partnerships to advance urban innovation, digital equity, and participatory governance models.

Esme CleallView profile

Senior Lecturer

• British Empire History
• Disability Studies
• Colonialism and Colonial Difference
• +4 more

Dr. Esme Cleall is a Senior Lecturer in the History of the British Empire at the University of Sheffield's School of History, Philosophy and Digital Humanities. She holds a B.A. and M.A. from the University of Sheffield and a Ph.D. from University College London (UCL). Her research focuses on the politics of colonial difference, particularly intersections of race, gender, disability, and religion in the British Empire. She has held an AHRC Leadership Fellowship and a British Academy Small Grant. Her major works include Colonising Disability (2022) and Missionary Discourses of Difference (2012), analyzing disability in colonial contexts and missionary writings. Current projects explore mental distress in colonial archives and the history of deafness across the British World. She teaches courses on cultural imperialism and empire, and actively engages in decolonizing curricula. Publications span journals like Historical Journal and History Workshop Journal , with key themes including: missionary justice in India, deaf communities in colonial contexts, and disability as a tool of imperial control. She supervises PhD students researching topics from missionary writing to disability and technology. Cleall collaborates with community groups such as Sheffield Voices to produce accessible historical narratives, including films about learning disability history. She also contributed to the 'Indian Heritage in the Peak District' project, highlighting South Asian connections to the region.

• Solar Energy
• Renewable Energy
• Energy Transition
• +5 more

Dr. Dirk Oudes is an Assistant Professor in the Department of Landscape Architecture and Spatial Planning at Wageningen University. His research focuses on the intersection of renewable energy transitions and landscape transformation, particularly solar power plants and agrivoltaics in the Netherlands. He explores how solar energy systems interact with agricultural landscapes, urban planning, and policy frameworks, emphasizing sustainable land use and climate adaptation. Recent trends in his publications highlight spatial analysis of solar infrastructure, regulatory challenges in energy projects, and circular economy principles in agrivoltaics. His work often bridges academic research with practical implementation, as seen in reports and media engagements addressing landscape aesthetics, public acceptance, and policy-relevant findings. Dr. Oudes collaborates with researchers like Sven Stremke and actively participates in workshops, keynote speeches, and expert consultations. He supervises PhD projects on landscape-inclusive energy transitions and spatial quality frameworks, contributing to both academic discourse and professional practice in sustainable design.

Jose Antonio Gomez HernandezView profile

Professor

• Library Science
• Digital Competencies
• Information Science
• +4 more

Jose Antonio Gomez Hernandez is a Professor at the University of Murcia , affiliated with the Faculty of Communication and Documentation and the Department of Library and Documentation Science . He holds a Doctorate from the University of Murcia (2006), completing his thesis on the role of libraries in higher education. His research focuses on public libraries' societal roles, digital literacy, transparency in governance, and social inclusion. Key projects include the IRIS Program , which educates students on transparency and participatory governance. His work emphasizes libraries as hubs for digital empowerment, particularly for marginalized groups like migrant women and vulnerable populations. He has collaborated on projects funded by grants like OTRI 34820, addressing digital competencies and public library innovation. His publications explore topics such as public library functionality, citizen engagement, and the intersection of technology with civic rights. He is part of the Libraries, Archives and Information Culture research group. Recent articles highlight his contributions to understanding digital skills programs, social capital creation in libraries, and the alignment of libraries with UN Sustainable Development Goals. His work bridges academic research with practical initiatives, advocating for libraries as essential institutions in fostering equitable societies.

Stephen FrezzaView profile

Professor

• Philosophy of Engineering
• Affective-Domain Assessment
• Competency Modeling and Assessment
• +4 more

Dcn. Stephen Frezza is a Professor of Software Engineering and current Director of the Software Engineering Program at Franiscan University of Steubenville . Prior to this, he served as a professor and three-time chair of the Computer and Information Science Department at Gannon University for 26 years. His expertise spans requirements engineering, project management, software testing, and embedded systems . Ph.D., M.S., and B.S. in Electrical Engineering from the University of Pittsburgh Professional Software Engineering Master (PSEM) Active in industry-university partnerships His research bridges engineering with theology , focusing on philosophy of engineering, affective-domain assessment, competency modeling, and software engineering education . He has authored numerous scholarly works on virtue formation, educational frameworks, and the philosophical foundations of computing. Recent publications highlight his contributions to computing curricula (CC2020), virtue-based educational models , and Lonergan’s epistemology applied to engineering . His work integrates faith and reason in pedagogical contexts, emphasizing the ethical dimensions of engineering education . Senior Member of the IEEE Computer Society Volunteer for IEEE-CS Special Technical Committee on Education Professional member of the American Society for Engineering Education (ASEE) Dcn. Frezza’s leadership in curriculum design and industry collaboration has shaped software engineering programs globally. His teaching and research underscore the interplay between technical rigor and moral development , advocating for holistic engineering education.

Katherine R. JolluckView profile

Senior Lecturer

• Eastern Europe
• Russia and Eurasia
• Cultural History
• +7 more

Katherine R. Jolluck is a Senior Lecturer in Modern East European History at the Department of History, Stanford University. She specializes in twentieth-century Eastern Europe and Russia, focusing on women and war, women in communist societies, the Soviet Gulag, nationalism, anti-Semitism, and human trafficking. Ph.D., Stanford University, East European and Russian History (1995) M.A., Stanford University, East European and Russian History (1990) B.A., Harvard University, Russian and Soviet Studies (1985) Her research integrates cultural history, gender and sexuality, race and ethnicity, and war studies. She has authored two seminal books: Gulag Voices (2010), analyzing Soviet incarceration through oral histories, and Exile and Identity (2002), exploring Polish women's experiences under Soviet occupation during WWII. Her work intersects with themes of forced migration, nationalism, and women's resilience. Katherine is actively engaged in public service, offering service-learning courses and collaborating with the Bay Area anti-trafficking community. Her teaching spans Stanford, the University of North Carolina at Chapel Hill, and the Naval Post-Graduate School in Monterey.

Véronique HosteView profile

Professor

• Computational Linguistics
• Natural Language Processing
• Machine Learning
• +7 more

Véronique Hoste is Senior Full Professor of Computational Linguistics at Ghent University's Faculty of Arts and Philosophy, where she serves as Department Head of Translation, Interpreting and Communication and Director of the LT3 language technology research team. She also holds the position of Research Director for the Faculty of Arts and Philosophy. Her educational background includes a PhD in Computational Linguistics from the University of Antwerp (2005) focused on optimization in machine learning for coreference resolution. Key research areas encompass machine learning for natural language processing, semantic and discourse modeling, including specialized work in event detection, entity/event coreference resolution, irony detection, and emotion analysis. Hoste's publication trends reveal strong interdisciplinary focus, with recent work bridging NLP with crisis communication, digital humanities, and ethical AI. Her team develops high-quality datasets (e.g., EmoTwiCS for emotion trajectories) and collaborates extensively with commercial partners on projects like SentEMO for aspect-based sentiment analysis. Current research emphasizes multimodal emotion analysis, fuzzy rough set methods for sentiment detection, and cross-document event coreference. Elected member of the Royal Flemish Academy of Belgium for Science and the Arts (KVAB) Francqui Chair appointment by Université Libre de Bruxelles (2023-2024) Co-founded LT3 spin-off AlfaSent (2024) for customer feedback analysis Authored first Dutch-language book on NLP: "Taaltechnologie ontrafeld" She actively supervises multiple PhD students on projects including Common-sense knowledge in irony detection (Common-sense), cross-document event coreference (Encore), and empathy modeling in conversational agents (FlandersAI). Her team secures funding through interdisciplinary collaborations like NewsDNA for news recommendation and METRICS for emotion trajectory analysis. Hoste also engages in public outreach through the "AI at school" initiative and advises on language technology integration in high school curricula. The LT3 laboratory under her leadership maintains strong industry partnerships and develops practical NLP tools including EmotioNL and Automatic Term Extraction systems, while advancing core research through projects like CLARIAH-VL for data curation.

Stephanie M. JonesView profile

Professor

• Social-Emotional Learning
• Early Childhood Development
• Human Development
• +7 more

Stephanie M. Jones serves as the Gerald S. Lesser Professor in Early Childhood Development and Faculty Co-Chair of the Early Childhood Concentration at Harvard University's Graduate School of Education. With a Ph.D. from Yale University (2002), she leads the EASEL Lab which develops evidence-based social-emotional learning interventions. Her research focuses on poverty and violence effects on children's development, with emphasis on creating practical applications for educational settings. Her research interests center on social-emotional learning, early childhood development, and educational equity. Jones has developed frameworks for inclusive mindsets, universal dignity, empathy, and courageous action that bridge developmental science with classroom practice. Her work emphasizes translating rigorous research into accessible content for practitioners and policymakers, with special attention to aligning preK-3 curricula and instructional practices. Her publications reveal consistent focus on practical applications of social-emotional learning across diverse contexts, from early childhood to adolescence. Recent work examines cultural adaptation of SEL frameworks globally, with specific projects implementing play-based SEL kernels in Ukraine through collaboration with the LEGO Foundation. Her research demonstrates strong commitment to creating practical tools that educators can implement immediately. Grawemeyer Award in Education for A Vision for Universal Preschool Education (2006) Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning Professor Jones currently directs multiple major research initiatives including the Inclusive Mindsets and Behaviors project with Special Olympics (2024-2025), Play-Based SEL Kernels in Ukraine with the LEGO Foundation (2023-2026), and Kernels of Practice for Social Emotional Learning in Afterschool Settings with The Wallace Foundation (2023-2026). She serves on national advisory boards including Parents as Teachers and Engaging Schools, and consults with organizations like Sesame Street on program development and evaluation. Her EASEL Lab functions as a hub for translating developmental science into practical educational tools and interventions.

Gaston BacquetView profile

Lecturer

• Nonviolence Education
• Decolonial Studies
• Contemplative Education
• +7 more

Gaston Bacquet is a Lecturer in Education Studies at the University of Glasgow's School of Education, specializing in Culture, Literacies, Inclusion & Pedagogy. A Chilean teacher trainer and educator based in Scotland, he also holds qualifications as a meditation and yoga instructor. With extensive international teaching experience across K-12 and higher education systems in Chile, Japan, Saudi Arabia, Myanmar, the US, and UK, his work bridges practical pedagogy and theoretical innovation. His educational background includes a DipTESOL from Trinity College London, an MA in TESOL from the Institute of Education (UCL), and a PhD in Education from the University of Glasgow. Bacquet currently teaches in the MSc/MEd Education Studies program and leads the undergraduate Asian Religions course, while supervising dissertation students across the School of Education. Research interests center on nonviolence as transformative educational practice, with emphases on decolonial approaches, contemplative pedagogy, and inclusion of minoritized groups. His work integrates Buddhist philosophy, indigenous wisdom traditions, and international perspectives to challenge Western epistemological dominance. Key methodological commitments include participatory action research and qualitative approaches that prioritize community voices. Recent publications reveal evolving trajectories from language education toward decolonial nonviolence frameworks, with increasing focus on Global South contexts, indigenous knowledge systems, and teacher preparation. His 2024-2025 work shows intensified engagement with Buddhist-Christian dialogue, indigenous contributions to peace education, and practical applications of nonviolence in classroom power structures. As a supervisor, Bacquet mentors Master's students in inclusion, nonviolence, and educational ethics, welcoming PhD proposals aligned with his research interests. His professional activities span editorial roles with Cogent Arts and Humanities and SAGE Open , alongside active participation in international scholarly networks including the Comparative and International Educational Society and the European Network for Buddhist-Christian Studies. Professional affiliations reflect his interdisciplinary reach: British Educational Research Association (2021-present), American Educational Research Association (2022-present), International Society for Contemplative Research (2023-present), and the International Society for the Scholarship of Teaching and Learning (2025-present). His conference presentations consistently address nonviolence pedagogy, decolonial curriculum development, and participatory research ethics across global contexts from Chile to New Zealand.