Find Academic Supervisors

Michael AhlersView profile

Professor

• Music Education
• Popular Music Studies
• Digital Media in Education
• +6 more

Prof. Dr. Michael Ahlers is Full Professor of Music Education with a focus on Popular Music at the Leuphana University of Lüneburg, Germany, and an associate member of the university’s Future Center for Teacher Education (ZZL). He also held visiting professorships at the University of Huddersfield (2020, 2025). Education and Career PhD in Philosophy (2008), University of Paderborn – dissertation on interface problems in music education and ergonomics of sequencer programs. Studied secondary-school teaching (music/German) and musicology. Previous roles: Professor of Music Education (digital media focus) at Leopold Mozart Center, University of Augsburg (2011); Temporary Academic Councillor, University of Paderborn (2009–2012); Research Assistant, University of Paderborn (2005–2009). Co-founder of a Hamburg-based music & media production company; editor-in-chief of the journal "Musikunterricht und Computer (MUC)". Research Interests Prof. Ahlers’ research integrates popular music studies, empirical music pedagogy, digital media, creativity and improvisation research, and cultural-economic analyses of music production . Current emphases include: Platformization of songwriting and the socio-economic structures of songwriting camps. Digital-material interfaces in music education and extra-institutional learning. Competency-oriented and adaptive classroom music-making. Dialogical arts education for cultural literacy and social inclusion. Music economics, rights education, and diversity-sensitive teacher training. Publications & Trends Across 112+ peer-reviewed articles, books, and chapters since 2020, a clear trajectory emerges: scrutinizing how technological change (AI, platforms, digitality) reshapes creative labor in popular music, and translating these insights into innovative, research-based pedagogies. His collaborative volumes and journal special issues have become key references for scholars in music education and popular music studies. Scientific Awards & Honors Visiting Professor, University of Huddersfield (2020, 2025). Research Prize of the University of Paderborn (2009). Virtual University of Bavaria grant (€40,000) for transdisciplinary project "Digital Media between Art, Music, and Education" (2012). Doctoral Supervision & Grants Prof. Ahlers currently supervises 17 doctoral researchers and has served as primary or secondary reviewer for numerous PhD defenses. He is Principal Investigator or Scientific Project Manager on 22 funded projects (totaling several million euros) from the German Federal Ministry of Education and Research (BMBF), Deutsche Forschungsgemeinschaft (DFG), and Lower Saxony Ministry of Science and Culture. Flagship initiatives include: dialoguing@rts (DFG, 2024–2027): advancing cultural literacy through dialogical arts education. COME-ARTS (BMBF, 2023–2026): diversity-sensitive digital continuing-education networks for arts and music teachers. MI-RAP Subproject 8 (BMBF): music-industry resilience acceleration. CODIP (BMBF, 2020–2023): digitally supported adaptive music teaching. Laboratories & Teams Research and teaching activities are anchored in the Institute for Art, Music and its Education (IKMV) at Leuphana, where Prof. Ahlers leads the Popular Music & Digital Media Lab. The lab collaborates closely with the interdisciplinary Future Center for Teacher Education (ZZL), fostering innovation in teacher-training curricula and hosting regular songwriting-camp ethnographies and digital-media workshops.

Carla Boutin-FosterView profile

Adjunct Associate Professor

• Health Equity
• Racial Disparities in Healthcare
• Cardiovascular Disease
• +7 more

Dr. Carla Boutin-Foster is an Adjunct Associate Professor in both Population Health Sciences and Medicine at Weill Cornell Medical College. She has established herself as a leading researcher in health equity and racial disparities in healthcare through her extensive scholarly contributions and community-engaged research approach. Her educational background includes an M.D. from State University of New York Health Science Center at Brooklyn (1994), an M.S. from Weill Cornell Graduate School of Medical Sciences (1999), and a B.A. from New York University (1990). M.D., State University of New York Health Science Center at Brooklyn (1994) M.S., Weill Cornell Graduate School of Medical Sciences (1999) B.A., New York University (1990) Dr. Boutin-Foster's research spans multiple critical areas in health disparities research, with particular emphasis on cardiovascular disease, hypertension management, and the impact of social determinants on health outcomes among racial and ethnic minority populations. Her recent work has pioneered frameworks for promoting anti-racism in clinical practice and medical education, examining the implications of removing race coefficients from clinical algorithms, and developing community-based interventions to address healthcare disparities. She frequently employs qualitative methodologies to capture patient and community perspectives, contributing to culturally tailored interventions like the HeartSmarts faith-based cardiovascular health education program and the MISTER B Trial for colorectal cancer screening among older Black men. Her publication record demonstrates consistent scholarly productivity from 2001 through 2024, with recent work increasingly focused on anti-racism frameworks in medicine, community perspectives on health equity, and syndemic approaches to understanding health disparities during the COVID-19 pandemic. Her research bridges clinical practice, medical education, and community engagement to address systemic inequities in healthcare delivery. Dr. Boutin-Foster has collaborated extensively with researchers at Weill Cornell and other institutions, with Mary E. Charlson as her most frequent collaborator (18 publications together). Her work demonstrates a commitment to translating research findings into practical interventions and educational frameworks that can be implemented in clinical settings. She has been actively involved in medical education through initiatives like the "Community Perspectives in Medicine" elective for first-year medical students, emphasizing the importance of understanding community contexts in clinical practice. Her research has significant implications for clinical practice, medical education reform, and health policy aimed at eliminating racial disparities in healthcare.

Eli LejonbergView profile

Professor

• Guidance and Mentoring
• Professional Development
• School-Based Development Projects
• +5 more

Eli Lejonberg is a Professor at the Department of Teacher Education and School Research, University of Oslo. His work focuses on guidance and professional development in education, particularly through the use of tools in supervision and management of school-based development projects. Institution: University of Oslo, Department of Teacher Education and School Research Research interests include: Teacher education reform Third space theory in school-university relations Video-based learning designs for authenticity Structured mentoring frameworks Transition from academic training to teaching profession Experienced teacher learning Article trends show emphasis on: Innovative mentoring tools Pre-service teacher development Policy analysis in educational contexts Technology integration in pedagogy Mentor training impact School-university partnerships Projects and collaborations include: Digital Integration of Video Assessment (DIVA) Quality in Practice Mentoring Tools Development Research groups: Collaboration for Teacher Education (COTED), Teacher Professional Development and Educational Change (TEPEC)

Sarah M. LerchenfeldtView profile

Associate Professor

• Medical Education
• Team-Based Learning
• Peer Feedback
• +3 more

Sarah M. Lerchenfeldt serves as Associate Professor and Interim Co-Chair in the Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine. Since joining OUWB in 2014 as an assistant professor, she has developed expertise in pharmacology instruction and team-based learning methodologies across the medical curriculum. Her educational background includes: Pharm.D. from Raabe College of Pharmacy, Ohio Northern University ASHP Accredited PGY1 Pharmacy Practice Residency at Harper University Hospital ASHP Accredited PGY2 Oncology Pharmacy Residency at Karmanos Cancer Center Dr. Lerchenfeldt's research centers on teamwork dynamics in health education, with particular focus on peer feedback mechanisms and self-directed team learning. As a certified Team-Based Learning Collaborative Trainer-Consultant, she investigates how collaborative structures impact student outcomes in medical education. Her work bridges pharmacological content delivery with innovative pedagogical approaches, especially in hematology/oncology instruction where she serves as course co-director. Analysis of her publication history reveals consistent scholarly output since 2013, with recent work (2022-2025) emphasizing cognitive load adaptations during disruptive events, systematic reviews of self-directed learning assessment, and pharmacology education innovations. Her research demonstrates increasing specialization in educational methodology rather than clinical pharmacology. Administratively, Dr. Lerchenfeldt provides leadership as Interim Co-Chair while maintaining active classroom roles including pharmacology instruction and hematology/oncology course direction. Her dual expertise in clinical pharmacy and medical education uniquely positions her to develop curriculum that integrates pharmacological principles with team-based clinical reasoning.

Thomas V. CaprioView profile

Professor

• Geriatrics
• Palliative Care
• Aging
• +5 more

Dr. Thomas V. Caprio is a Professor at the University of Rochester Medical Center across multiple departments including Medicine (Geriatrics/Aging) , Dentistry , Psychiatry , Public Health Sciences , and SON Faculty . He serves as the Chief Medical Officer for UR Medicine Home Care and the Hospice Medical Director . A national leader in geriatrics and palliative care education, he directs the Finger Lakes Geriatric Education Center and has transformed age-friendly healthcare systems through workforce development and policy innovation. Key Research Areas: Aging and Geriatric Care End-of-Life Care Home Health Services Dementia and Caregiver Support Health Disparities Deprescribing and Medication Safety Scientific Awards & Recognitions: 2023 Faculty Academic Mentoring Award 2023 Walter M. Beatty Jr. Distinguished Membership Award 2023 Fellow of the Gerontological Society of America 2017 Fellow of the American Academy of Hospice and Palliative Medicine 2015 Fellow of the American Geriatrics Society 2013 Dean's Teaching Fellowship His publications focus on optimizing care transitions, reducing hospitalizations in nursing homes, improving oral health for dementia patients, and advancing age-friendly clinical practices. Current work emphasizes system-level transformation for age-friendly care, addressing health equity, and enhancing quality of life for older adults and their caregivers.

Paul CardingView profile

Professor

• Speech and Language Pathology
• Voice Disorders
• Dysphagia
• +12 more

Professor Paul Carding is a distinguished academic and researcher at Oxford Brookes University, where he serves as Professor and Director of the Oxford Institute of Allied Health Research (OxInAHR) within the Oxford School of Nursing and Midwifery. He also holds esteemed affiliations as Senior Research Fellow at University College London and Honorary Professor at Newcastle University and Australian National Catholic University. His research expertise lies in multidisciplinary clinical practice, with a focus on voice and swallowing disorders, complex healthcare interventions, and supportive cancer care. Collaborations span surgery, psychology, nursing, oncology, and palliative care. He has secured over £5 million in research funding from NIHR, MRC, Wellcome Trust, and Cancer UK. Paul Carding’s recent publications reveal a strong trend in clinical trials and systematic reviews related to voice therapy, dysphagia management, laryngeal surgery outcomes, and healthcare team dynamics during the pandemic. His work integrates clinical practice with rigorous research methodology, particularly in evaluating interventions for head and neck conditions. Honorary Professorial roles at Newcastle University and Australian National Catholic University Senior Research Fellow at University College London National Research Advisor to RCSLT (1998-2002) Non-Medical Fellow of Royal Society of Medicine (2006-present) Highly commended grants from NHMRC and NIHR He has supervised over 22 PhD and MPhil students to completion and currently mentors three PhD candidates. His grant portfolio includes major projects funded by NIHR, UKRI, and Health Education England, focusing on persistent throat symptoms, COVID-19 team dynamics, and remote consultations. He is Chair of the Oxford Brookes Healthy Ageing and Care Research and Knowledge Exchange Network and leads multiple research groups within OxInAHR. Professor Carding leads key research entities including the Oxford Institute of Allied Health Research (OxInAHR), which hosts the Centre for Movement, Occupational and Rehabilitation Sciences (MOReS), the Centre for Healthcare Research, and the Centre for Healthy Living Research. He is also involved in the NIHR Speech Pathology Research Group and the NIHR Academy Incubator for Robotic and Minimally Invasive Surgery.

Christian DeckerView profile

Professor

• Corporate Finance
• Structured Finance
• Investment Banking
• +4 more

Christian Decker is Professor of International and Corporate Finance at the Department of Economics, Hamburg University of Applied Sciences (HAW Hamburg). His research focuses on corporate and structured finance, corporate and investment banking, and methodical aspects of research. He specializes in competency-based instructional design, integrating e-learning, blended learning, and flipped classroom models into higher education. Decker has contributed extensively to academic research and writing methodologies, with a particular emphasis on digital education and educational media. University of Hamburg (Dipl.-Kfm., 1994) University of Bremen (Dr. rer. pol., 2007) University of Hamburg (M.H.Ed., 2020) His research spans corporate finance, educational innovation, and digital learning strategies. Recent publications analyze case-based assessments, poster conferences, and the Scholarship of Teaching and Learning (SoTL), reflecting his commitment to advancing pedagogical practices. Decker has supervised doctoral theses, including J. Beck's 2021 work on fintech financing for SMEs. He has received the Hamburg Teaching Award twice (2012, 2017) for his contributions to e-learning and team teaching. Hamburg Teaching Award 2012 Hamburg Teaching Award 2017 Decker's professional roles include leadership in curriculum reform and departmental governance. He has conducted workshops on inverted classroom models and digital mastery learning, collaborating with institutions like FH St. Pölten and RWTH Aachen. His educational media projects emphasize individualized learning through videos, webinars, and interactive labs.

• Educational Technology
• Digital Learning
• Teacher Education
• +5 more

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

• Human Computer Interaction
• User Experience
• Information systems
• +8 more

Assoc Prof Geraldine Torrisi is the Deputy Head of School (Learning & Teaching) at the School of Information and Communication Technology at Griffith University. With a PhD in Educational Studies and degrees in Science (Physics/Mathematics) and Education, she focuses on Human-Computer Interaction (HCI) , User Experience , and Learning Theory . She is a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy . Education: PhD in Educational Studies (Griffith University) Masters of Educational Studies (James Cook University) Bachelor of Education (Secondary Science and Maths) (James Cook University) Bachelor of Science (Physics/Mathematics) (James Cook University) Research Interests include Interactive Digital Media , Educational Technology , and Data Literacy . Her 2025 book chapters explore AI's role in education, while 2024-2023 articles address data literacy frameworks and hybrid teaching models. Scientific Awards include Griffith Award for Excellence in Teaching (2011) , Excellence in Teaching Award (2015) , and Senior Fellow of the Higher Education Academy (2018) . She also received multiple Group Learning and Teaching Commendations (2009, 2017, 2019). Grants include The Dignity Project (2024-2025), Promoting Renewable Energy Adoption (2022-2025), and Smart Environmental Sensing (2022-2023). She supervises PhD students on topics like Human-Machine Teaming and Instructional AR Design .

• Leadership Studies
• Organizational Change
• Hate Studies
• +5 more

Kristine F. Hoover is a Professor and Chair of the Master of Arts in Organizational Leadership program at Gonzaga University, specializing in Change Leadership. She previously served as director of the Gonzaga Center for the Study of Hate, chair of the Washington State Legislative Ethics Board, and trainer for the Society for Human Resource Management (SHRM). She joined Gonzaga in 2009, drawn by its Catholic, Jesuit mission. Ed.D., Leadership Studies, Bowling Green State University M.B.A., Bowling Green State University M.O.D., Bowling Green State University B.Arch., University of Cincinnati Her research focuses on leadership strategies to counter hate, organizational transformation, multicultural ethics, and service-learning pedagogy. She has designed courses to explore hate dynamics and solutions, and her projects include a digital archive documenting hate-group dismantling, a documentary on Dutch Resistance fighter Carla Peperzak, and the PNW MOSAIC online storytelling initiative. Hoover’s publications analyze nonviolent leadership, ethical corporate practices, and inclusive education models. While no personal scientific awards are explicitly mentioned, her directorship of the Gonzaga Center for the Study of Hate involved administering the Take Action Against Hate and Eva Lassman Student Research awards. Projects under her leadership include: Digital archive honoring photographer Diana Gissel (Idaho Aryan Nations documentation) Documentary on Dutch Resistance fighter Carla Peperzak PNW MOSAIC: Online storytelling for Pacific Northwest allyship and inclusion

Kristen WhiteView profile

Associate Professor

• International Service-Learning
• Intercultural Communication
• Global Studies
• +5 more

Kristen White is an Associate Professor and Chair of International and Intercultural Studies at Belhaven University since 2016. With a Ph.D. in Higher Education from Claremont Graduate University, she specializes in international service-learning, intercultural communication, and Christian global engagement. She has mobilized over 3,500 participants in international service projects and maintains active roles in organizations like University Educators for Global Engagement (UEGE). Education: B.A., Oklahoma Baptist University M.A., Union University M.A., Golden Gate Baptist Theological Seminary Ph.D., Claremont Graduate University (2016) Her research focuses on transforming faculty through international service-learning, integrating spiritual purpose into academic programs, and developing Kingdom professionals via global partnerships. She has led ethnographic research in India, conducted disaster relief training, and authored works on cross-cultural mentorship. Recent publications highlight her work in faculty engagement (2020), global ministry frameworks (2019-2018), and disaster response education (2011). These span disciplines like higher education pedagogy, Christian leadership, and global citizenship. Scientific contributions include certifications in Perspectives on the World Christian Movement, Community Emergency Rescue Training (CERT), and leadership roles as Trustee and Central Asia Committee Chair for the International Mission Board. She has traveled to 51 countries and resides in Mississippi, maintaining active involvement in global ministry teams at Pinelake Church.

Scott A. SnellView profile

Professor

• Strategic Human Resource Management
• Talent Management
• Human Capital Strategy
• +7 more

Dr. Scott A. Snell is the Eleanor and Philip Rust Chair in Business Administration at the University of Virginia's Darden Graduate School of Business. He teaches strategic management courses and works internationally with senior executives to align organizational strategy with talent investments. His research explores human capital strategy, knowledge transfer mechanisms, and global organizational challenges. Education: B.A. from Miami University, M.B.A. and Ph.D. in Business from Michigan State University Prior Appointments: Former Professor at Cornell University's Center for Advanced Human Resource Studies and Penn State's Smeal College of Business Current Roles: Professor of Business Administration, Board Member for SHRM, Editor for multiple academic journals His research integrates strategic management with human resource practices, focusing on: Strategic execution frameworks Intellectual capital configurations Global HRM challenges Knowledge integration for competitive advantage Organizational learning architectures Selected publications demonstrate expertise in: Strategic transformation models Human capital measurement International business strategies Workforce flexibility solutions Organizational capability building Academic-practitioner integration Scientific achievements include: International HRM Scholarly Research Award (Academy of Management) Multiple top-tier journal editorial board memberships Leading academic-practitioner collaborations Foundational contributions to HRM theory Dr. Snell has: Advised Fortune 500 companies (AstraZeneca, Shell, etc.) Developed executive education programs for global leaders Contributed to SHRM's strategic direction Created case studies used worldwide

Steven SawyerView profile

Professor

• Social Informatics
• Digital Labor Platforms
• Gig Economy
• +3 more

Steven Sawyer is a Professor at Syracuse University and Core Faculty of the Renée Crown Honors Program. His work bridges Information Systems and Social Informatics , focusing on digital labor platforms, gig economy dynamics, and the sociotechnical impacts of information technologies. He has held editorial leadership roles at the Journal of the Association of Information Science and Technology and contributed to major research initiatives funded by the National Science Foundation . DBA in Management Information Systems, Boston University MS in Management Information Systems, Boston University MS in Ocean Engineering, University of Rhode Island BS in Marine Transportation, United States Merchant Marine Academy Research Interests center on digital infrastructures , platform economies , and workplace transformation , with particular attention to: Human-AI collaboration in gig work Gender and racial inequality in digital labor Flexible work models and their societal impacts Ethical design of digital platforms Evolution of professional careers in platform economies Interdisciplinary approaches to information systems Scientific Contributions : Lead editor of the Handbook of Information Technology in Organizations and Electronic Markets Pioneering studies on online freelance worker autonomy and digital platform governance NSF-funded research on infrastructural competence and decentralized collaboration Honors & Service : 2024 Best Paper Award, Academy of Management Chair of Honors Program Planning since 2020 Editor-in-Chief of JASIST since 2021 Member of Syracuse University's Academic Freedom, Tenure, and Professional Ethics Investigative Team Extensive service on editorial boards of Journal of Information Technology , The Information Society , and New Technology, Work, and Employment Teaching includes graduate seminars on Digital Technologies Theories , Information Systems Management , and honors courses on Working in the Digital Economy .

• Breastfeeding
• Labor and Delivery
• Maternal Health
• +3 more

Ayşenur DURMUŞ is an Assistant Professor in the Department of Midwifery at Kastamonu University's Faculty of Health Sciences since 2021, specializing in maternal health research and education. Previously, she served as a Lecturer at Ardahan University's School of Health Services from 2010, holding leadership roles including Department Chair (2017-2019) and Vice Dean of the Vocational School (2019-), demonstrating extensive academic and administrative experience in Turkish higher education. Education: Doctorate in Obstetrics and Gynecology Nursing, Marmara University (2019-2023) Master's in Obstetrics and Gynecology Nursing, Atatürk University (2011-2014) Bachelor's in Midwifery, Ondokuz Mayıs University (2007-2009) Bachelor's in Midwifery, Istanbul University (2005) Research Focus: Dr. DURMUŞ conducts pioneering work in breastfeeding dynamics (particularly tandem feeding and lactation support), non-pharmacological labor pain management (examining interventions like massage, chewing gum, and stress balls), and pandemic impacts on maternal healthcare . Her research integrates clinical midwifery with public health perspectives, employing rigorous methodologies including randomized controlled trials and qualitative analysis to develop evidence-based practices that improve maternal-infant outcomes across diverse healthcare settings. Publication Trends: Her recent publications (2020-2025) reveal three dominant trajectories: breastfeeding education innovations (35% of output), labor pain intervention efficacy (30%), and pandemic-related maternal health adaptations (25%), characterized by strong interdisciplinary collaboration and methodological diversity spanning clinical trials to metaphor analysis. Scientific Awards: No formal awards documented in available records Research Leadership: As Principal Investigator for the 2024 BAP project on simulation-based breastfeeding counseling, she directs cutting-edge educational research while contributing as co-investigator to multiple national studies including the LACTATION SIMULATION MODEL project (2023-2024) and historical research on dermal therapies during labor (2012-2014), securing consistent research funding despite limited thesis advisory roles. Collaborative Networks: She maintains active research partnerships with 18 colleagues across Turkish institutions including Marmara University and Kastamonu University, forming dynamic teams that bridge midwifery practice with nursing science to address complex maternal health challenges through interdisciplinary approaches.

Besa ArifiView profile

Professor

• Criminal Law
• Criminology
• Cybercrime
• +7 more

Besa Arifi is a Full Professor at the Faculty of Law, South East European University (SEEU), with over 15 years of academic experience in criminal law, criminology, and victims' rights. Her career spans roles as Coordinator for International Cooperation and Mobility (2015–present), former Head of SEEU's Human Rights Centre, and leadership in academic reform projects. PhD in Criminal Law Sciences (2007–2010), St. Cyril and Methodius University Master of Arts in Criminal Law and Criminology (2003–2006), St. Cyril and Methodius University Bachelor of Arts in Law (2000–2003), St. Cyril and Methodius University Her research bridges criminal law , cybercrime , and gender-based legal analysis , with a focus on restorative justice and counter-violent extremism strategies . Recent publications address blockchain-enabled corruption , hate crime drivers , and children's procedural rights . Arifi's scholarly output spans 15 years, covering hate speech regulation , domestic violence legislation , and digital forensics . She has collaborated with institutions like OSCE and UNDP on projects related to judicial independence and whistleblower protection in higher education.