Find Academic Supervisors

• Clinical Social Work
• Mental Health Interventions
• Child and Adolescent Psychology
• +3 more

Kelly Bass serves as Associate Professor and Faculty Chair in the Department of Social Work at the University of South Dakota, directing the Child & Adult Advocacy Studies (CAASt) program. His clinical expertise spans forensic evaluations, crisis intervention, and therapeutic treatment for vulnerable populations across criminal justice, mental health, and welfare systems. His educational background includes: Doctorate in Social Work (DSW), Clinical Social Work, University of Tennessee - Knoxville, 2015 MS, Advanced Generalist Social Work, University of Nebraska at Omaha, 2001 BS, Generalist Social Work, University of Sioux Falls, 1998 Bass focuses on clinical supervision frameworks, interprofessional education, and trauma-informed interventions for at-risk youth and families. His research examines service delivery integration at healthcare-discipline intersections and outcomes improvement for mentally ill populations within institutional systems. Recent publications reveal a strong emphasis on culturally relevant case studies, advocacy curriculum development, and ACEs mitigation through neuroscience-informed practice. His scientific recognition includes the 2023 IPEC Excellence Award Honorable Mention and multiple Belbas-Larson Teaching Award nominations. Current grants like HRSA's COMPASS initiative ($1.2M) address South Dakota's behavioral health workforce shortages through innovative training pipelines, while the NCWWI case-based learning project enhances child maltreatment practitioner competencies. Bass leads the CAASt certificate program and serves as an ASWB Path to Licensure Scholar, developing national curricular guides for licensing regulation. His clinical supervision research informs the COMPASS grant's mentorship framework, creating sustainable pipelines for rural mental health professionals through university-community partnerships.

• Applied and developmental psychology
• Social and personality psychology
• Clinical and health psychology
• +7 more

Assoc Prof Jason Skues is an Associate Professor in the School of Health Sciences at Swinburne University of Technology, where he contributes significantly to research, teaching, and PhD supervision. His work focuses on mental health, identity development, cultural intelligence, and psychological wellbeing across diverse populations including university students, prisoners, vocational trainees, and emerging adults. University: Swinburne University of Technology School: School of Health Sciences Academic Rank: Associate Professor Email: jskues@swin.edu.au His research interests span applied and developmental psychology, social and personality psychology, and clinical and health psychology. He investigates mental health literacy, cyberbullying, identity processes, and the psychological impact of educational and vocational experiences. His work often employs qualitative and mixed methods to explore complex human behaviors and interventions. The most recent publications show a strong trend toward mental health in educational and vocational contexts, prison mental health, cultural intelligence development through international exchange, and cyberbullying in emerging adults. His research consistently addresses real-world applications, aiming to improve training, policy, and psychological support systems. Office of Learning and Teaching (OLT) Citation (2012) Jason Skues supervises a wide range of PhD projects, particularly in identity development, mental health interventions, cyberbullying, and educational psychology. He has secured multiple competitive research grants from bodies including the Department of Justice, Department of Defence, and St. John's University, supporting studies on sleep problems, smoke-free prisons, and human-machine interface technologies. His collaborative network includes researchers across psychology, nursing, education, and forensic science. He leads and contributes to research teams focused on mental health in higher education, justice care, and vocational training. His work with simulated persons in nursing education and prison-based mental health programs highlights his commitment to innovative, evidence-based interventions.

• Vocational Education Research
• Teacher Training
• Berufliche Bildung
• +7 more

Professor Alfred Riedl is a distinguished faculty member at the Technical University of Munich (TUM), specifically within the School of Education, where he focuses on Vocational Education. His academic career spans decades of dedicated research and teaching in vocational pedagogy, teacher training, and educational innovation. Riedl has established himself as a leading expert in vocational education research, particularly in developing integrated teacher training programs that bridge theory and practice. His research interests encompass vocational education research, teacher training methodologies, language promotion in vocational settings, educational language for vocational schools, and action-oriented instructional approaches. Riedl has pioneered innovative programs such as the "Berufliche Bildung Integriert" (BBI@TUM), which connects the first and second phases of vocational teacher education with a strong emphasis on theory-practice integration. His work on language support for immigrants in vocational schools and career perspectives for asylum seekers and refugees demonstrates his commitment to addressing contemporary educational challenges. Professor Riedl's recent publications reveal a strong focus on competency-oriented and evidence-based approaches to teacher education, with particular attention to migration contexts and language diversity. His work spans from theoretical foundations of vocational pedagogy to practical implementation of innovative teaching methods in vocational settings. The recurring themes across his publications include teacher professionalization, integration of theory and practice, and addressing the challenges of diverse student populations in vocational education. As an active supervisor, Riedl has guided numerous doctoral candidates and master's students through their academic journeys, with recent theses focusing on topics such as inclusive education, digital learning environments, action-oriented instruction, and sustainable development education in vocational contexts. His teaching portfolio includes foundational courses in vocational pedagogy and didactics, as well as specialized seminars on action-oriented learning and sustainable development education. Riedl's collaborative projects demonstrate his commitment to practical relevance in teacher training, including international master's programs for vocational education and language support initiatives for immigrants in vocational schools. While he has announced his imminent retirement, his extensive contributions to vocational education research and teacher training continue to shape the field at TUM and beyond.

Christine DrewView profile

Assistant Professor

• Behavior Analysis
• Special Education
• Intellectual and Developmental Disabilities (IDD)
• +6 more

Dr. Christine Drew serves as Assistant Professor in Auburn University's College of Education within the Department of Special Education, Rehabilitation, and Counseling. She coordinates the Graduate Transition Certificate Program and advises the EAGLES Program, leveraging her expertise in behavior analysis for intellectual and developmental disabilities. Her academic foundation includes a Ph.D. from the University of Oregon, M.Ed. in Special Education from Texas State University, and B.A. in Economics from the University of Texas. Educational background: Ph.D. in Special Education from University of Oregon M.Ed. in Special Education with Applied Behavior Analysis concentration from Texas State University B.A. in Economics with minor in secondary social studies education from University of Texas Dr. Drew's research pioneers intersections of behavior analysis, sexuality education, and IDD support through parent collaboration. Her work advances telehealth interventions for challenging behavior and inclusive practices for neurodiverse populations, with growing emphasis on social justice dimensions like LGBTQIA+ inclusion and racial equity in autism services. Methodologically, she integrates single-case designs with community-based participatory approaches to address systemic barriers. Analysis of her 2021-2025 publications reveals three dominant trajectories: (1) Practical skill-building interventions for daily living and menstrual health, (2) Telehealth adaptations for family-implemented behavior support across generations, and (3) Critical examinations of equity gaps in disability research and incarceration systems. Her scholarly impact extends through editorial contributions to the Journal of Positive Behavior Interventions . Professional recognition includes Board Certified Behavior Analyst-Doctoral (BCBA-D) status achieved in 2019, though no formal scientific awards are documented. Her editorial board service demonstrates peer acknowledgment of expertise. As EAGLES Program Faculty Research Advisor, Dr. Drew mentors transition-focused projects while coordinating graduate certificate training. Her telehealth research during the pandemic suggests NIH or IES grant involvement, though specific funding isn't detailed. Current work emphasizes sustainable activism models for behavior analysts. Dr. Drew leads Auburn's EAGLES Program research initiatives, developing inclusive higher education frameworks for students with IDD. Her telehealth case studies involve multi-stakeholder teams including grandparents, parents, and school personnel, reflecting her commitment to ecological intervention approaches.

• Educational Science
• Multilingualism
• Vocational Training and Education
• +5 more

Ingrid DE SAINT-GEORGES is an Associate Professor in Educational Science at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences, Department of Humanities. Her research focuses on multilingualism in education, professional communication, vocational training, and the intersection of language policies with cultural diversity. She holds a prominent role in shaping language strategies for academic and professional contexts, particularly in multilingual environments. Her work emphasizes ethnographic and multimodal methodologies, exploring how language and cultural practices influence learning in diverse settings such as culinary arts workshops in French Guiana and international higher education institutions. Key themes include the role of analogical discourse in vocational training, the dynamics of professional skill acquisition, and the challenges of implementing multilingual policies in educational frameworks. Notable contributions include designing language policies for academic conferences, analyzing workplace learning trajectories, and investigating the interplay between transversal competencies and employability. Her research often bridges theory and practice, aiming to enhance educational strategies through interdisciplinary collaboration and situated learning approaches. Dr. DE SAINT-GEORGES has published extensively on mediated discourse analysis, professional training interactions, and the sociocultural dimensions of education. Her work frequently addresses issues of linguistic diversity as both a challenge and a resource in educational and professional contexts, advocating for inclusive pedagogical frameworks.

Jeffrey BarrettView profile

Assistant Professor

• Emergency Medicine

Jeffrey Barrett, MD serves as an Assistant Professor in the Department of Emergency Medicine at Lewis Katz School of Medicine, Temple University. He maintains clinical practice across two major hospital campuses in Philadelphia and holds board certification from the American Board of Emergency Medicine. His educational background includes: MD from UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ Emergency Medicine Residency at Temple University Hospital, Philadelphia, PA Dr. Barrett's research focuses on optimizing emergency care delivery through error prevention and outcome improvement. His work bridges clinical practice with medical education, emphasizing practical protocols for high-acuity decision-making in resource-constrained environments. He actively contributes to advancing standards in emergency medicine through professional societies. His publications demonstrate consistent scholarly engagement with core emergency medicine challenges, particularly in diagnostic accuracy and system-based practice improvements. The 2007 text addresses critical pitfalls in emergency care while the 2009 Q&A resource focuses on competency development, revealing his dual commitment to clinical excellence and physician education. As an active member of both the American Academy of Emergency Medicine and Society of Academic Emergency Medicine, Dr. Barrett participates in national discourse shaping emergency medicine education and practice standards. His clinical work directly impacts patient care at Temple University's primary teaching hospitals while his scholarly contributions influence broader emergency medicine training paradigms.

• Homelessness in LGBTQ+ Youth
• Healthcare Provider Stigma and Addiction
• Trauma and Occupational Participation
• +3 more

Dr. Emily K. Simpson is a Professor of Occupational Therapy at Midwestern University's College of Health Sciences-Downers Grove. She serves as Director of Student Research in the Occupational Therapy Doctorate Program and Chair of Admissions. With 20 years of clinical experience in community mental health and 16 years as an educator, her work focuses on marginalized populations. She holds a Ph.D. in Education and Service Leadership from Cardinal Stritch University, an M.S. in Occupational Therapy from the University of Illinois at Chicago, and B.S. degrees in Fine Arts and Developmental Psychology from DePaul University. Her research explores occupational participation among unhoused LGBTQ+ youth, stigma experiences of healthcare providers with addiction, and trauma's impact on occupational engagement. Key areas include identity development interventions, workplace stigma mitigation, and culturally responsive service design. She teaches advanced research courses, psychosocial practice, and occupational justice. Certifications include Lifestyle Redesign programs for chronic pain management. Teaching responsibilities include Research Project Implementation (OTHED 1610), Critical Analysis of Evidence (OTHED 1510), and Occupational Justice (OTHED 1723). Her work bridges clinical practice with advocacy for underserved communities through qualitative research methodologies.

• Personalized Learning
• AI in Education
• Equity in STEM
• +5 more

Leonora Kaldaras is an Assistant Professor in the Department of Curriculum & Instruction at Texas Tech University College of Education. Her research focuses on equitable personalized learning, AI-driven assessment systems, and cognitive development in STEM education. She holds a dual Ph.D. in Curriculum, Instruction and Teacher Education and Measurement and Quantitative Methods from Michigan State University (2020) and has worked with Nobel laureate Carl Wieman on AI-guided feedback tools. Education: Dual Ph.D. (2020), Michigan State University Science Education Certificate, BGSU B.S. in Chemistry (2009), BGSU Research Interests: Personalizing learning through technology, equity in blended/personalized learning, and fostering knowledge transfer via self-guided strategies. She specializes in NGSS-aligned assessments and AI-enhanced feedback systems for STEM education. Article Trends: Her recent work (2023-2025) emphasizes AI-driven assessment design, NGSS-aligned learning progressions, and cognitive frameworks for math-science integration. Earlier publications (2012-2016) focus on biophysics but transitioned to education post-2020. Scientific Awards: New and Noteworthy Invited Symposium by American Chemical Society Top Downloaded Article (JRST, 2019) Top Cited Article (JRST, 2021-2022) Grants: NSF DrK-12 Co-PI (2022-2026) for AI feedback systems in NGSS classrooms. Labs & Collaborations: Formerly at Stanford University Graduate School of Education and University of Colorado Boulder PhET Interactive Simulations Project, working closely with Nobel laureate Dr. Carl Wieman.

Ioannis SoilemetzidisView profile

Senior Lecturer

• Higher Education Management
• Student Retention Strategies
• International Education Policy
• +3 more

Ioannis Soilemetzidis is a Senior Lecturer and Course Leader for the International Events, Leisure and Tourism Management MSc at the Guildhall School of Business and Law, London Metropolitan University. With over two decades of experience spanning academia and industry, he specializes in higher education policy, student retention strategies, and transnational education partnerships. He holds Fellowships from the Higher Education Academy (FHEA) and the Chartered Management Institute (FCMI), alongside PRINCE2 certification. His teaching portfolio includes international business, management, tourism, and political economy across multiple UK universities. He has led initiatives in student retention, international recruitment, and academic quality assurance. Research focuses on student experience surveys, academic partnerships, and policy impacts, with publications in journals like European Academic Research and Library and Information Research . Research Interests: Student retention frameworks, cross-border education policies, academic program validation, and entrepreneurial education. Key Contributions: Authored/co-authored major student experience surveys (HEPI/HEA), explored attrition trends using Bourdieu’s sociological theories, and analyzed international education dynamics in Turkey and Greece. Awards: Recognized for contributions to education through FHEA and FCMI Fellowships. He advises on academic partnerships, quality assurance, and intellectual property matters, and is a sought-after consultant for institutions and industry. His work bridges theory and practice in global education systems.

• Human Aspects of Cyber Security
• Cyber Awareness and Hygiene
• Serious Games (Cyber Defence Exercises)
• +5 more

Dr. Kaie Maennel is a Lecturer at the School of Computer and Mathematical Sciences, part of the Faculty of Sciences, Engineering and Technology at the University of Adelaide. Her research focuses on Human Aspects of Cyber Security, including Cyber Awareness and Hygiene, Serious Games (Cyber Defence Exercises), and Learning Analytics in Cyber Training. She also investigates Usable Security, Information Security Culture, and Cybersecurity Risk Management. With over 20 years of corporate experience in Audit and Assurance at Deloitte, she holds professional certifications: ACCA, CIA, and Estonian CPA. Her research interests emphasize bridging cybersecurity education with practical applications, leveraging experiential learning and advanced analytics. She actively participates in high-profile cybersecurity initiatives like the NATO CCDCOE’s Locked Shields workshop, contributing to exercise design and assessment frameworks. Dr. Maennel is eligible to supervise Masters and PhD students as a Co-Supervisor, focusing on cybersecurity education, exercise methodologies, and human-centric security strategies. She prioritizes interdisciplinary approaches and real-world impact through collaborations with industry and academic partners. Her work spans cyber defense exercise ontology development, cultural adaptation of cybersecurity programs, and leveraging behavioral genetics insights. Recent trends in her publications highlight the integration of AI into cybersecurity training and the critical role of human factors in mitigating cyber risks.

Michael MorrisView profile

Professor

• Human Centered Leadership
• Human Centered Design
• Strategic HR
• +5 more

Michael Morris is the Associate Dean of Undergraduate Studies and Student Affairs and the John W. Fisher Professor of Innovative Learning at the Haslam College of Business , University of Tennessee, Knoxville. His career includes leadership roles such as Director of the Smith Global Leadership Scholars program and department head at Haslam, alongside corporate experience as a metallurgical R&D special projects engineer at Teledyne Firth Sterling. His research spans Human Centered Leadership , Strategic HR , Leadership Development , and Work-Life Harmony . His work, appearing in top-tier journals like Organizational Research Methods and Family Relations , integrates machine learning for disease forecasting, HRD theories, and interdisciplinary approaches to workplace wellness. His recent publications focus on infectious disease modeling , fMRI reliability , and socioemotional wealth in family firms. He serves on editorial boards for Academy of Management Learning & Education and contributes to certifications from the National Council on Family Relations and IDEO. Past President, Academy of Human Resource Development

Dorothy E. HinesView profile

Associate Professor

• Education Policy
• Race and Education
• Gender Studies
• +3 more

Dr. Dorothy E. Hines is an Associate Professor at the University of Kansas, holding appointments in African and African-American Studies and Curriculum and Teaching within the School of Education and Human Sciences. She earned a Ph.D. in Education Policy from Michigan State University, a Master’s in Public Administration from North Carolina Central University (Magna Cum Laude), and a Bachelor’s in Political Science from North Carolina State University. Additionally, she holds a certificate in Theology and Ministry from Princeton Theological Seminary and previously served as a Teaching Fellow at Harvard University’s Graduate School of Education. Her research focuses on the intersectionality of race, gender, and spatial dynamics in educational inequities, particularly examining school discipline policies, school pushout, and the marginalized experiences of Black girls and girls of color in urban schools. Her work critiques systemic racism and advocates for transformative educational practices. Dr. Hines is an award-winning writer whose Medium publications address contemporary issues such as racial justice, gender equity, and cultural representation. Her articles frequently analyze societal structures perpetuating inequality, from policing practices to beauty industry standards, blending academic rigor with accessible public discourse. While no specific grants or labs are detailed in the provided texts, her academic profile reflects active engagement in educational equity initiatives and community advocacy. She maintains a commitment to bridging scholarly research with real-world social justice applications.

Lisa SparksView profile

Professor

• Health Communication
• Cancer Communication
• Caregiving
• +5 more

Dr. Lisa Sparks is a Professor at Chapman University with the Foster and Mary McGaw Endowed Chair in Behavioral Sciences. She serves as Founding Dean of the School of Communication and holds joint appointments in the Crean College of Health and Behavioral Sciences and the School of Pharmacy. With over 150 peer-reviewed publications and 13 books, she is a leading scholar in health communication, cancer communication, aging, caregiving, and research methods. Her work bridges academic research with community impact, including documentaries, media appearances, and public policy engagement. Education: Ph.D., M.A., B.A. from the University of Oklahoma Post-graduate Certification: Harvard Institute for Management and Leadership in Education Research Interests: Dr. Sparks’ scholarship focuses on clinician-patient communication, health disparities, cancer care navigation, and intergroup dynamics in healthcare. She has developed frameworks for patient-centered decision-making and designed interventions for vulnerable populations. Scientific Awards: Club for Growth Foundation Fellowship (2020) Recognized among top ten most prolific Health Communication authors Grants & Collaborations: Dr. Sparks has served as Principal Investigator, Co-PI, and Consultant on numerous research grants, collaborating with institutions like the National Cancer Institute, University of California, Irvine, and Vrije Universiteit Amsterdam. She has also contributed to cancer research at the Chao Family Comprehensive Cancer Center.

• Accounting
• Cost Accounting
• Tax Accounting
• +4 more

Ivana Barišić, PhD , is an Associate Professor at the Department of Accounting , Faculty of Economics and Business, University of Zagreb . Her academic journey includes a PhD in Public Sector Cost Governance (2006), MSc in Accounting and Finance (2005), and BSc in Accounting (1999), all from the University of Zagreb. Research Focus: Cost accounting in public sectors, managerial accounting for higher education and healthcare, telecommunications cost modeling, and internal audit frameworks. Teaching: Delivers courses in accounting, cost accounting, tax accounting, and managerial accounting at the University of Zagreb, with guest lectures at institutions like Alpen-Adria University Klagenfurt and FH Campus 02 Graz. Projects: Led ABC implementation at Clinical Hospital Centre Zagreb and BSC performance measurement projects. Participated in EU-funded initiatives and Croatian Science Foundation grants. Publications: 15+ articles on internal audit, cost management, and corporate governance, with recent work on risk-based auditing and digital transformation in accounting education. Academic Recognition: No explicitly mentioned awards in provided data. Her email is ibarisic@efzg.hr, and office hours are Tuesday 13:00-15:00.

Maria Sanchez-OrtizView profile

Senior Lecturer

• Translation Studies
• Literary Translation
• Interpreting Studies
• +7 more

Maria Sanchez-Ortiz is a Senior Lecturer in Translation and Interpreting Studies at the School of Language, Literature, Music and Visual Culture (LLMVC), University of Aberdeen, where she has been actively contributing since 2016. She serves as Programme Director for both the on-campus and distance learning MSc in Translation Studies and co-directs the Centre for Multilingual Research. She previously directed the Centre for Translation and Interpreting Studies from 2020 to 2023 and coordinated the undergraduate programme in Modern Languages and Translation from 2017 to 2020. Her educational background is extensive and interdisciplinary: PhD in Translation Studies, University of Bradford (2006) MSc in Dubbing, Subtitling & Localization, Instituto Superior de Estudios Lingüísticos y Traducción, Spain (2019) Postgraduate Certificate in Academic Practice, University of Salford (2015) Diploma in Audiovisual Translation, Universidad de Educación a Distancia, Spain (2014) Diploma in Public Service Interpreting, CIoL (2007) MA in European Studies, University of Bradford (1994) Diploma in Spanish with Translation and Interpreting, CIoL (1992) BA in English Language and Literature, University of Granada, Spain (1989) Maria's research focuses on Translation and Interpreting Studies, with particular emphasis on literary translation, audiovisual translation, translator training, sociolinguistics, dialect translation, and the impact of AI on translation professions. She has supervised multiple PhD students to completion and actively welcomes new doctoral candidates in Spanish and Latin American Studies. Her work consistently bridges theory and practice, with a strong pedagogical orientation. Her 15 most recent publications span from 1996 to 2024, reflecting a sustained engagement with core issues in translation. The articles reveal a deep interest in the pragmatics, ethics, and cultural dimensions of translation, particularly in literary and dialectal contexts. A recurring theme is the translator's agency and the challenges of preserving stylistic and sociolinguistic nuances. More recently, her work has addressed gender, multiculturalism, and the evolving role of technology in translation. She has received numerous teaching accolades, including: Awarded 'Best Undergraduate Lecturer', University of Aberdeen (2024–2025) Awarded 'Funniest Lecturer', University of Aberdeen (2023–2024) Awarded 'Best Taught Postgraduate Lecturer', University of Aberdeen (2018–2019) Nominated for 'The Most Inspiring Lecturer' (2019–2020) and Excellence in Teaching awards Maria Sanchez-Ortiz is an active supervisor, mentor, and curriculum developer. She has served as an external examiner for MA and BA programmes at several UK universities, including Manchester, Open University, Portsmouth, Durham, and Bath. She is a Fellow of the UK Higher Education Academy (since 2015) and a member of key professional bodies such as the Institute of Translation and Interpreting (ITI) and the International Association for Translation and Intercultural Studies. She also contributes to academic journals as a member of editorial and advisory boards. She leads and co-directs major research centres at Aberdeen, fostering interdisciplinary collaboration and innovation in multilingual research. Her leadership in the European Graduate Placement Scheme and membership in the PACTE Research Group highlight her commitment to international cooperation and empirical research in translation competence.