Find Academic Supervisors

• Requirements Engineering
• Natural Language Processing
• Software Development
• +4 more

Dr. Başak Aydemir is an Assistant Professor at the Department of Information and Computing Sciences , Utrecht University , and a member of the Software Production Group . Her career includes a PhD from the University of Trento (2016) , postdoctoral research at Utrecht, and a lecturer position at Bogaziçi University (2018–2024) before rejoining Utrecht in 2024. Education: PhD (2016, University of Trento), Postdoc (Utrecht University) Academic Affiliation: Utrecht University (current), Bogaziçi University (former) Her research focuses on requirements engineering , leveraging Natural Language Processing (NLP) , machine learning, and AI to enhance software quality and processes. She integrates these techniques into life sciences applications and collaborates on tools for domain modeling , goal extraction , and collaborative systems . Recent work includes AI-driven requirements elicitation (e.g., RoboREIT robotic tutors, GPT-Powered Interview Scripts ), NLP applications in software modeling , and replication studies to validate methodologies. She co-organized key workshops ( AIRE 2024 , NLP4RE 2021 ) and serves on program committees for IEEE RE , REFSQ , and CAISE conferences. Labs & Teams: Active in the Software Production Group and Requirements Engineering Lab , contributing to sociotechnical systems and model-driven engineering .

Kelly ArispeView profile

Professor

• Spanish Linguistics
• Second Language Acquisition (SLA)
• Computer-Assisted Language Learning (CALL)
• +12 more

Kelly Arispe is a faculty member in the Department of World Languages at Boise State University, part of the College of Arts and Sciences. She holds a Ph.D. in Spanish Linguistics from the University of California, Davis, with a designated emphasis in Second Language Acquisition (SLA). Since Fall 2012, she has been teaching upper-division Spanish courses, including Advanced Conversation and Writing, Sociolinguistics, Introduction to Hispanic Linguistics, and Methods for Foreign Language Teaching. Ph.D. in Spanish Linguistics, University of California, Davis (2012) Designated Emphasis in Second Language Acquisition Her research focuses on advanced language proficiency and the integration of technology in language education. She explores how Web 2.0 tools and CALL (Computer-Assisted Language Learning) can help students achieve advanced proficiency by increasing time-on-task in the target language. Her work addresses the gap between the 720 instructional hours needed for advanced proficiency and the typical 320 hours offered in university programs. Recent publications highlight trends in mobile-assisted language learning (MALL), intelligent CALL (ICALL), hybrid instruction, and oral proficiency assessment. Her research spans empirical studies, instructional design, and digital fluency, often in collaboration with Jack Burston and other scholars. She is a certified Oral Proficiency Interview Tester through the American Council on the Teaching of Foreign Languages (ACTFL). She has also co-taught teacher training workshops in Salamanca, Spain, focusing on technology integration in language classrooms. Certified Oral Proficiency Interview Tester (ACTFL) Kelly Arispe has advised undergraduate research projects and collaborated on interdisciplinary initiatives, such as communicating science in Spanish and enhancing humanities through data management. She has taught at multiple institutions, including the University of New Mexico, San Jose State University, and Sonoma State University, and has extensive experience in online and hybrid formats. She is actively involved in research and curriculum development within the World Languages department. She contributes to digital scholarship through Boise State’s ScholarWorks repository and collaborates with Albertsons Library on data management and open educational practices. Her work supports both language educators and learners in adapting to evolving technological landscapes.

Jan StroblView profile

Researcher

• Computer Science Education
• Didactics of Computer Science
• Language-Sensitive Teaching
• +6 more

Jan Strobl is an academic staff member and scientific assistant at the University of Duisburg-Essen, Faculty of Computer Science, within the Didactics of Computer Science research group. He is actively engaged in teaching and research, particularly in the area of language-sensitive computer science education and teacher training programs. His work supports the integration of language education into computer science curricula, especially in multilingual and inclusive classroom settings. His research interests center on Computer Science Education , with a strong emphasis on Discipline-Specific Language Proficiency , Teacher Education , and Inclusive Pedagogy . He investigates how linguistic diversity impacts learning in computer science and develops strategies to help future teachers address these challenges. His work is deeply rooted in curriculum development for master’s-level teacher education programs. The recent publications highlight a consistent focus on integrating language education into computer science instruction. These works explore pedagogical frameworks such as genre-based writing approaches, the design of language-sensitive courses, and interdisciplinary cooperation between computer science and language education experts. The trend shows a growing emphasis on preparing teachers to support students with diverse linguistic backgrounds through targeted, discipline-specific methods. Jan Strobl has contributed to multiple peer-reviewed publications in leading computing education conferences and journals, including WiPSCE and ISSEP. His collaborative research involves key figures in the field, such as Fatma Batur, Torsten Brinda, and Felix Ziemann. He advises student theses and contributes to teacher training initiatives, including workshops and continuing education programs for in-service teachers. While no specific grants are mentioned, his involvement in interdisciplinary projects like 'German as a second language in all subjects' suggests active participation in funded educational research. He is part of the Computing Education Research Group at the University of Duisburg-Essen, which focuses on improving computer science instruction at the school level through evidence-based practices, curriculum development, and teacher professionalization.

Aishwarya AgrawalView profile

Assistant Professor

• Computer Vision
• Natural Language Processing
• Deep Learning
• +7 more

Aishwarya Agrawal is an Assistant Professor in the Department of Computer Science and Operations Research at the University of Montreal and a core academic member of Mila – Quebec AI Institute, where she holds the Canada CIFAR AI Chair. She also works as a Research Scientist at Google DeepMind, spending one day per week there. Her research sits at the intersection of computer vision, natural language processing, and deep learning, aiming to build AI systems that can both 'see' and 'talk'. Her research interests include vision-language reasoning, data-efficient pretraining, robust evaluation, improving model reliability and explainability, and aligning AI systems with diverse cultural values. She has made significant contributions to visual question answering, particularly in addressing dataset bias through work like the VQA-CP dataset. The recent publications show a strong focus on evaluating and improving vision-language models, especially in areas like cultural alignment, consistency, reliability, and robustness. There is a clear trend toward developing better evaluation methodologies and enhancing model behavior in complex, real-world scenarios. Her group actively publishes in top-tier conferences including CVPR, NeurIPS, ICML, and ACL. Canada CIFAR AI Chair Award Georgia Tech 2020 Sigma Xi Best Ph.D. Thesis Award Georgia Tech 2020 College of Computing Dissertation Award Runner-up, 2019 AAAI/ACM SIGAI Dissertation Award NVIDIA Graduate Fellowship 2018-2019 Rising Stars in EECS 2018 Aishwarya advises several PhD and MSc students, including Rabiul Awal, Qian Yang, Le Zhang, and Oscar Mañas. She has received research grants, such as one from Samsung for compositional reasoning in multimodal transformers. She is actively recruiting graduate students and postdocs through Mila’s supervision request process. She co-organized the annual VQA Challenge and Workshop from 2016 to 2021 and is involved in broader AI community initiatives, including panels and talks on leadership and AI research trends. Her lab, part of Mila, fosters a collaborative environment focused on advancing multimodal AI.

• E-service
• E-payment systems
• E-learning
• +6 more

Dr. Mahmoud Hassan Elbasir is a Lecturer in Information Systems at De Montfort University, affiliated with the School of Computer Science and Informatics within the Faculty of Computing, Engineering and Media. He holds a PhD in Computer Science and an MSc in Information System Management, both from DMU, and teaches modules such as Systems Building: Methods and Systems Building Management. He is also the module leader for key undergraduate courses and contributes to programs in computer ethics and privacy. PhD in Computer Science, De Montfort University, UK MSc in Information System Management, De Montfort University, UK Higher Diploma in Control Engineering, Got Al-Shaal Faculty of Computer Science, Libya His research focuses on e-services , particularly e-payment systems and e-learning, along with mobile learning and qualitative methodologies such as grounded theory . He aims to enhance service delivery, teaching effectiveness, and technological adoption in educational and financial contexts. His work often explores user trust, security, and system reliability, especially in developing regions like Libya and Jordan. The analysis of his recent publications reveals a consistent focus on technology adoption in education and finance, with strong emphasis on qualitative research methods. His work bridges technical design and human factors, particularly in mobile learning environments and electronic payment systems. Themes include user experience, trust, security, and the impact of multimedia platforms like YouTube on language learning during crises such as the pandemic. SCHOLARSHIP: Postgraduate study (M.Sc.) from the Libyan government, 2005-2008 SCHOLARSHIP: Postgraduate study (PhD) from the Libyan government, 2009-2015 Dr. Elbasir supervises undergraduate and postgraduate students and has contributed extensively to curriculum development and assessment in information systems. While specific grant details are not mentioned, his government-funded scholarships supported his advanced studies. He is actively involved in teaching and research without indication of external funding or large-scale grants. He is affiliated with the Centre for Computing and Social Responsibility (CCSR) , which underscores his commitment to ethical computing, privacy, and socially responsible technology design. His work integrates technical innovation with social impact, particularly in educational equity and digital inclusion.

María José de la FuenteView profile

Professor

• Second Language Acquisition (SLA)
• Instructed Second Language Acquisition (ISLA)
• Pedagogical Tasks in Language Learning
• +6 more

Dr. María José de la Fuente is a Professor of Spanish and Applied Linguistics at The George Washington University, specializing in Instructed Second Language Acquisition (ISLA) and Education for Sustainable Development (ESD) integrated into foreign language curricula. She holds a PhD and has been recognized with the 2008 Bender Teaching Award and membership in the GW Academy of Distinguished Teachers. Research Focus: Her work examines pedagogical tasks' role in second language learning, first language (L1) influence, and innovative uses of technology. Recent contributions include leading research on integrating sustainability themes into language education through content-based instruction (CBI), as detailed in her 2021 book Education for Sustainable Development in Foreign Language Learning . She is also renowned for authoring widely used Spanish textbooks like Gente and Puntos de encuentro . Publications & Impact: Her publications span journals like Studies in Second Language Acquisition and Computer Assisted Language Learning , with over 15 years of contributions to SLA theory and applied pedagogy. She actively explores mobile technology's role in language learning and collaborative task design in advanced language classrooms. Awards & Recognition: 2008 Bender Teaching Award Founding Member of the GW Academy of Distinguished Teachers Current Projects: Ongoing work focuses on interdisciplinary sustainability education frameworks and advancing ESD through language curricula, emphasizing cross-cultural competency and global citizenship.

Scott NelsonView profile

Assistant Professor

• Phonetics-Phonology Interface
• Phonological Representations
• Computational Phonology
• +3 more

Scott Nelson is an Assistant Professor in the Department of Linguistics at the University of Illinois Urbana-Champaign. His research focuses on the computational and representational aspects of the phonetics-phonology interface, particularly through the Blueprint Model of Production. He holds a PhD from Stony Brook University (2024) and advanced degrees from Michigan State University. His work integrates formal phonology with experimental methods, addressing topics like phonological representations, articulatory-based models, and subregular complexity. He has published in journals such as Phonology , Journal of the International Phonetic Association , and Journal of Phonetics . His research explores how phonological knowledge interacts with sensory-motor systems, emphasizing computational models that bridge symbolic and dynamic theories of speech production and perception. Nelson is also active in teaching, having received the President’s Award for Excellence in Teaching (2023). His instructional roles include courses on general phonetics, computational phonology, and morphology. He has led workshops on forced alignment using the Montreal Forced Aligner and contributed to initiatives like the Stony Brook Youth Camp in Computational Linguistics.

• Literacy Development for English Learners
• Teacher Preparation and Professional Development
• Technology in Language Learning
• +3 more

Roya Pashmforoosh is an Assistant Professor in the Department of Educational Psychology at Texas A&M University's College of Education & Human Development, starting September 2024. Previously, she held the ACES Faculty Fellowship (2022–2024) and served as a Visiting Research Scholar in 2016. She earned a Ph.D. in Educational Psychology from Texas A&M (2021), a Ph.D. in Applied Linguistics from Tehran University of Teacher Education (2018), and an MA in Applied Linguistics from Sharif University of Technology (2011). Her research focuses on literacy development for English learners, teacher preparation, and technology-enhanced language learning. She investigates bilingual education, professional development for educators, and the role of virtual platforms in leadership training. Her work emphasizes practical applications in diverse educational settings, particularly for emergent bilingual students and school leaders. Dr. Pashmforoosh has extensively published on topics like virtual professional development for school leaders, EIL pedagogy, and non-native teacher perspectives. Her recent studies explore leadership capacity-building through virtual communities and the impact of mentorship programs on instructional practices. While no awards are explicitly mentioned, her contributions highlight innovative approaches to bridging theory and practice in education. She teaches courses such as Second Language Acquisition Theory, ESL Methods, and TESOL in International Settings. Her work integrates cross-cultural communication, technology integration, and reflective practice to address contemporary challenges in multilingual education systems.

• Software Engineering
• Systems Engineering
• Model Driven Engineering
• +5 more

Edward Jones is an Assistant Professor in the Department of Computer Science within the School of Science and Engineering at Colorado Christian University (CCU). With over 20 years of experience in software engineering, including roles at Google and Lockheed Martin, he brings substantial industry expertise into the academic setting. He is deeply committed to integrating Christian faith with technical education, guiding students to view computer science as a sacred pursuit grounded in divine wisdom and creativity. B.S., Computer Science, Oswego State University, Oswego, NY M.S., Systems Engineering, Cornell University, Ithaca, NY Edward's research and teaching focus on the intersection of software engineering, systems design, and faith integration. His primary interests include model-driven engineering, multi-modeling frameworks (such as NAOMI), and the ethical implications of technology. He emphasizes that all truth is God’s truth, encouraging students to pursue knowledge not only for career advancement but as part of their divine calling. His pedagogy blends technical rigor with spiritual formation, fostering critical thinking and integrity in future technologists. The recent publications and patents highlight a strong trend in model-based systems engineering, particularly in multi-model representation and integration. These works reflect a deep engagement with software architecture, systems modeling, and industrial applicability, often situated within academic conferences and collaborative research environments. The focus spans both theoretical frameworks and practical implementations, especially in complex software and materials systems. While no formal scientific awards are listed in the provided text, Edward’s contributions to patented technologies and keynote presentations indicate recognition in his field. Edward has mentored numerous young engineers during his tenure at Google and Lockheed Martin, though no formal list of academic advisees (e.g., PhD or Master’s students) is available. His professional journey includes authoring influential papers and contributing to research grants indirectly through industry R&D efforts. He is actively involved in shaping Christ-centered computer scientists through curriculum development and faith-integrated instruction. His work on the NAOMI platform and multi-modeling systems suggests leadership in experimental software environments, though no formal lab or research team is explicitly named in the text.

• Human-Computer Interaction
• Universal Design of ICT
• Web Accessibility
• +5 more

Evelyn Eika is an Associate Professor at OsloMet – Oslo Metropolitan University , affiliated with the Faculty of Technology, Art and Design within the Department of Computer Science – Human-Computer Interaction and Universal Design of ICT . Her work focuses on improving accessibility and usability in digital systems, particularly for screen reader users and educational technology applications. Academic Rank : Associate Professor Research Groups : Universal Design of ICT (UD-ICT) Research Interests : Evelyn’s research spans Human-Computer Interaction , Universal Design of ICT , and Web Accessibility . She investigates text readability for assistive technologies, student engagement in digital learning environments, and the role of design thinking in engineering education. Recent work includes pragmatic attendance management systems and grammar-checking tools for accessibility. Key Trends in Publications : Her 15 most recent articles (2025–2018) emphasize accessibility , usability , and educational technology , with subfields like screen reader optimization, sentence length analysis, and peer feedback mechanisms in academic writing. Labs & Collaborations : Evelyn collaborates with the Applied Artificial Intelligence and UD-ICT research groups at OsloMet. She works with professors like Frode Eika Sandnes on projects involving web accessibility, educational tools, and user experience studies.

• Critical Pedagogy
• Critical Applied Linguistics
• TESOL Curriculum Design
• +6 more

Professor Salah Troudi is a faculty member in the School of Education at the University of Exeter, UK, specializing in Teaching English to Speakers of Other Languages (TESOL) and Language Education. His contact details include email s.troudi@exeter.ac.uk and office at Baring Court, St Luke's Campus, Exeter. His educational qualifications are: Bachelor of Arts in English language, literature and linguistics, University of Tunis, Tunisia Certificat D'aptitude a la Recherche (MA equivalent) in English Language Teaching and Sociology of Education, University of Tunis, Tunisia Masters of Science in Teaching English for Specific Purposes, Aston University, UK Doctor of Philosophy in Multilingual and Multicultural Education/TESOL, Florida State University, USA Post-Doctorate in Applied Linguistics and Education, Florida State University Professor Troudi's research focuses on critical pedagogy and critical applied linguistics, TESOL curriculum design, teacher education, and technology integration in language teaching. His work emphasizes classroom-based research, language program evaluation, and educational contexts in the Arab world, including Arabic as a foreign language instruction. He addresses teacher identity, professional development, and educational change in diverse sociocultural settings. He supervises doctoral research across 20 specialized areas including classroom discourse analysis, action research in EFL, CALL (Computer-Assisted Language Learning), teacher evaluation, oral skills assessment, non-native speaker teacher roles, mentoring TESOL students, educational change in the Arab world, Arabic learning strategies, gender issues in ELT, expatriate teacher identity, and drama in language teaching.

Pieter KoopmanView profile

Assistant Professor

• Functional Programming
• Embedded Domain-Specific Languages
• Clean Programming Language
• +3 more

Pieter Koopman serves as an Assistant Professor in the Model Based Systems Department at the Institute for Computing and Information Sciences, Faculty of Science, Radboud University Nijmegen, Netherlands, focusing on functional programming and language-oriented software development. Research Focus: His work centers on the Clean programming language, embedded domain-specific languages, and automated software testing systems. He develops formal specifications using Clean functions for Gast (Generic Automatic Software Test-system), bridging theoretical functional programming with practical testing frameworks. Teaching Portfolio: He instructs key computer science courses including Object Orientation (1st-year Bachelor, with Sjaak Smetsers) New Devices lab (2nd-year Bachelor, with Rinus Plasmeijer) Advanced Programming (Master, with Rinus Plasmeijer) Compiler Construction (Master, with Rinus Plasmeijer and Peter Achten) utilizing Visual Paradigm through the Academic Partner Program. Laboratory Affiliation: Actively involved with the New Devices lab for practical computing education. Personal interests include archery, hiking, and Baritone Saxophone performance.

Steven James MooreView profile

Assistant Professor

• Educational Technology
• Learning Sciences
• Natural Language Processing
• +6 more

Steven James Moore is an Assistant Professor at the Department of Information Sciences and Technology (IST) in the College of Engineering and Computing at George Mason University. His research sits at the intersection of learning science, computer science, and educational technology, focusing on creating and evaluating educational content for online courseware through innovative applications of AI and human-AI partnerships. Dr. Moore's research interests include: Learnersourcing and crowdsourcing in educational contexts Human-AI partnerships for educational content creation Large Language Models (LLMs) for instructional design Automated evaluation of educational question quality Evidence-based educational design His publication record shows consistent output in top learning sciences venues, with significant growth in recent years as AI applications in education have expanded. His work has been generously supported by the National Science Foundation, the Institute of Education Sciences, and state governments, with a notable highlight being his team's $1 million win in the Xprize Digital Learning Challenge competition. Dr. Moore maintains strong connections to Carnegie Mellon University where he completed his PhD and postdoc, while building his independent research program at George Mason. He has extensive teaching experience, having redesigned and taught multiple graduate courses at CMU, with a focus on evidence-based educational design and technology-enhanced learning. He is currently recruiting fully funded PhD students for the Fall 2026 cohort (applications due Fall 2025), offering opportunities to work on cutting-edge research in AI-enhanced educational technologies and learning sciences.

Duygu UmutluView profile

Assistant Professor

• Educational Technology
• Teacher Education
• Computational Thinking
• +3 more

Assistant Professor Duygu Umutlu is a faculty member at Boğaziçi University specializing in educational technology and teacher education. Her research integrates robotics, artificial intelligence, and online learning frameworks to transform preservice teacher training and classroom practices. Her academic credentials include: Ph.D. in Learning, Design, and Technology from The University of Georgia, USA M.A. in Educational Technology from Boğaziçi University, Türkiye B.A. in Foreign Language Education from Boğaziçi University, Türkiye Dr. Umutlu's research centers on technology-enhanced teacher education, with emphasis on computational thinking development, culturally responsive pedagogy, and robotics integration. She investigates how scaffolding mechanisms and role assignments impact social presence in online environments, particularly during crisis-induced remote teaching. Her work bridges theoretical frameworks like Community of Inquiry and TPACK with practical applications in STEM education and early childhood programming. Analysis of her publication trajectory reveals consistent focus on three interconnected domains: (1) Robotics and AI as pedagogical tools in teacher preparation, (2) Pandemic-responsive adaptations of online teacher education, and (3) Culturally sustaining approaches to technology integration. Her most recent work demonstrates growing sophistication in measuring epistemic agency and designing equity-focused scaffolds within technology-mediated learning environments.

Mohammad (MJ) AhmadView profile

Assistant Professor

• Machine Learning
• Artificial Intelligence
• Cybersecurity
• +5 more

Mohammad (MJ) Ahmad serves as Assistant Professor of Management Information Systems at West Virginia University's John Chambers College of Business and Economics, teaching graduate and undergraduate courses in cybersecurity and MIS while holding additional teaching appointments in the Department of Computer Science and WVU Institute of Technology. He received the 2024–2025 College Award of Distinction in Teaching for his instructional excellence. His academic credentials include: Ph.D. in Computer Science, West Virginia University, Morgantown, WV, USA M.S. in Information Systems, Marshall University, Huntington, WV, USA B.Sc. in Management Information Systems, An Najah National University, Nablus, Palestine Dr. Ahmad's research program integrates machine learning and artificial intelligence to advance software reliability, cybersecurity frameworks, natural language processing applications, and financial technology systems. His specialized focus on software defect analysis and vulnerability detection employs sophisticated classification techniques to improve security protocols and system robustness across multiple technological domains. His publication record (2019-2022) demonstrates consistent innovation in applying machine learning to software fault prediction, with emphasis on classification performance optimization and vulnerability detection methodologies. These contributions have appeared in Empirical Software Engineering journal and IEEE conference proceedings, establishing his expertise in empirical software engineering and security analytics. Professional recognition includes: 2024–2025 College Award of Distinction in Teaching, John Chambers College of Business and Economics With fifteen years of international experience spanning Palestine, Jordan, UAE, Qatar, and the United States, Dr. Ahmad brings extensive practical knowledge from educational, governmental, private, and non-profit sectors to his academic work. His cross-disciplinary approach bridges theoretical computer science with business-oriented cybersecurity applications through active teaching roles across multiple WVU academic units.