Find Academic Supervisors

Eric M. MoodyView profile

Assistant Professor

• Empathy Studies
• Humility in Leadership
• Constructivist Pedagogy
• +5 more

Dr. Eric M. Moody is an Assistant Professor and Internship Program Coordinator in the Department of Integrative Studies Leadership and Interdisciplinary Studies at the University of South Alabama's College of Education and Professional Studies. He holds a Ph.D. in Political Science from the University of Florida, specializing in International Relations and American Politics, along with an MBA and B.S. from the University of North Alabama. With a 20-year U.S. Air Force career, he retired as a Lieutenant Colonel after deployments including Operation ENDURING FREEDOM in Afghanistan. His teaching philosophy emphasizes student engagement in online education, striving for parity with in-person learning through innovative methods. Research focuses on empathy's societal impact, celebrity philanthropy, and constructivist pedagogy. He hosts the Optimistic Tales podcast exploring human achievements through citizen narratives. Additional interests include compassionate cosmopolitanism and strategic environment analysis. Dr. Moody actively participates in community outreach, including judging the National Shrimp Festival's Singing for Scholarships event. He has received multiple military and academic awards, including the Allen E. Dorn Researcher of the Year and Philip D. Caine Instructor of the Year awards. A dedicated Beatles fan, he teaches courses like Global Leadership, Community Development, and Internship Capstone Experience.

Suzanne FergusView profile

Professor

• Learning Technology
• Education
• Cognitive Science
• +3 more

Suzanne Fergus is a Professor of Learning and Technology Enhancement at the University of Hertfordshire. She holds affiliations with the School of Life and Medical Sciences, the Department of Clinical, Pharmaceutical and Biological Science, the Centre for Health Services and Clinical Research, and the Psychopharmacology, Drug Misuse and Novel Psychoactive Substances Unit. Her work integrates constructivist blended learning approaches with technology to bridge cognition gaps and enhance metacognitive regulation among students. Her research focuses on cognitive enhancers , academic transition strategies , and mechanisms of drug action , particularly ketamine's effects on bladder hypersensitivity and the purity analysis of 'legal highs.' She has served as Principal Investigator (PI) or Co-Investigator (CoI) in multiple projects, including: A comparative study of cognitive enhancers in UK/UAE higher education (2018–2021) Demystifying Academic Expectations in university curricula (2018–2019) KetBladd : Ketamine's bladder hypersensitivity mechanisms (2012–2018) Determination of purity of 'Legal Highs' (2011) Fergus has received prestigious awards including the Royal Society of Chemistry Higher Education Teaching Award (2016) and National Teaching Fellowship (2017) , alongside her status as a Principal Fellow PFHEA . Her work bridges educational technology innovation with clinical pharmacology research, emphasizing student-centered learning environments and drug misuse prevention. In grants and advising, she has secured funding from the Nuffield Foundation and led projects addressing academic integrity in AI-driven education (ChatGPT analysis) and student support frameworks. She collaborates internationally, with recent studies in UAE universities and interdisciplinary teams in psychopharmacology. Her research units include the Centre for Research in Mechanisms of Disease and Drug Discovery, focusing on drug discovery processes and health service improvements through technology-enhanced learning.

Randall GrothView profile

Professor

• Mathematics Education
• Statistics Education
• Teacher Professional Development
• +4 more

Randall E. Groth is a Professor and Department Chair of Mathematics Education at Salisbury University, where he also directs the Mathematics Education (MSME) graduate program. He specializes in teacher education, statistics education, and the intersection of both fields. Dr. Groth has held editorial roles at journals like the Journal for Research in Mathematics Education and Statistics Education Research Journal . He leads NSF-funded projects, including the PATHWAYS REU and the Noyce Scholars Program . Education: B.S. in Mathematics, Marquette University M.S. in Mathematics Education, University of Wisconsin-Oshkosh Ph.D. in Mathematics Education, Illinois State University Research Interests: Focus on teacher professional development, statistical pedagogy, lesson study, and curriculum design. His work emphasizes improving statistical literacy and fostering collaborative learning environments for educators. Grants & Projects: NSF Research Experiences for Undergraduates (REU) project (PATHWAYS) NSF Noyce Scholarship Program for STEM teachers Key Contributions: Over 80 publications in journals such as Journal for Research in Mathematics Education and Statistics Education Research Journal , focusing on statistical knowledge for teaching, teacher collaboration, and innovative instructional strategies. Labs/Teams: Leads research teams in design-based research, lesson study, and teacher education initiatives at Salisbury University.

Dishita TurakhiaView profile

Research Fellow

• Human-Computer Interaction
• Learning Sciences
• Ubiquitous Sensing
• +5 more

Dishita Turakhia is a Faculty Fellow at NYU's Tandon School of Engineering, specializing in the intersection of Human-Computer Interaction and Learning Sciences. She holds a Ph.D. in Electrical Engineering and Computer Science from MIT, with a minor in Brain and Cognitive Science. Her research focuses on designing systems for learning physical skills using technologies like AR/VR, generative AI, and ubiquitous sensing. Education: Ph.D. (MIT EECS 2024), M.S. (MIT EECS 2017), S.M.ArchS (MIT Architecture 2017), M.Sc. (AA School of Architecture EmTech 2011). Research interests include adaptive learning tools, open-ended VR training systems, and reflection-based learning. She has secured $2.2M in grants, including NSF Career and MIT grants. Notable awards include the EECS Rising Stars (2023) and Meta Ph.D. Fellowship. Her work spans postdoctoral research at MIT's LEAP Group, internships at Meta Reality Labs, and industry experience as a computational designer. She leads the VIDA group and teaches HCI courses at NYU Tandon.

Lynne BianchiView profile

Professor

• Science Education
• Engineering Education
• STEM Education
• +3 more

Lynne Bianchi is Professor of Science & Engineering Education in the Department of Mechanical and Aerospace Engineering at the University of Manchester. She holds a Doctor of Education from Sheffield Hallam University and founded the Science & Engineering Education Research and Innovation Hub (SEERIH) in 2014. Her research focuses on primary science education, STEM curriculum development, teacher professional learning, and engineering education for young learners. She created the Great Science Share for Schools campaign impacting over 450,000 children. Recent publications address science teaching progression across primary-secondary transition, inclusive pedagogy, teacher leadership development, and tinkering as engineering pedagogy. Her work bridges academic research and classroom practice through long-term partnerships with Primary Science Teaching Trust and Royal Academy of Engineering. Awards include the Business of Science Leadership Award (2024) and National Chemical Industries Association Reputation Award (2018). Professor Bianchi serves on advisory boards for EngineeringUK, BBC Teach, and the UK Education Endowment Foundation.

Natalie CunninghamView profile

Senior Lecturer

• Leadership Development
• Organizational Culture
• Coaching Theory
• +7 more

Natalie Cunningham is a Senior Lecturer in Leadership for Development at the Global Development Institute. Her research focuses on leadership development, organizational culture, and qualitative research methodologies including constructivist grounded theory, Interpretive Phenomenology Analysis (IPA), autoethnography, and narrative research. She emphasizes the intersection between academic research and practitioner knowledge, advocating for mutual learning and co-creation. As Co-Director of the Master of Leadership for Development program, she leads studies on lifelong learning needs in the development sector. Education: PhD in Developing Coaching Theory from University of Witwatersrand (2017), MBA (1998), and BA in Medical Social Work (1987), all from University of Witwatersrand, Johannesburg. Research Interests: Leadership Development in Global Contexts Qualitative Research Methodologies Coaching Theory and Practice Organizational Culture Transformation Academia-Practice Knowledge Synergy Recent articles explore topics ranging from coaching process theories to dermatological case studies, reflecting her multidisciplinary approach. She has supervised 1 graduate student and actively collaborates in interdisciplinary research initiatives.

Michael BosséView profile

Professor

• Mathematics Education
• Teacher Professional Development
• Algebraic and Graphical Representations
• +3 more

Dr. Michael Bossé is a Distinguished Professor of Mathematics Education and Director of the Mathematics Education Leadership Training (MELT) program at Appalachian State University's Department of Mathematical Sciences. His work focuses on enhancing K-12 teacher professional development through innovative investigations in mathematics content, pedagogy, and epistemology. He holds a Ph.D. from the University of Connecticut and B.S./M.S. degrees from Southern Connecticut State University. His research emphasizes connections between algebraic and graphical representations, teacher education, and quantitative literacy. Over 100 peer-reviewed publications and 8 authored books reflect his contributions to mathematics education and related fields. Notable works include Sentient Conspiracy (2022) and influential articles addressing student misconceptions in fractions, spatial reasoning in calculus, and technology integration in teacher training. Dr. Bossé has led projects like the MELT program, which provides continuing education credits and professional development to K-12 teachers. His scholarship bridges theoretical frameworks with practical classroom applications, emphasizing dynamic learning environments and cross-disciplinary connections.

Benita BrusterView profile

Professor

• Educational Leadership
• Teacher Education
• Educational Technology
• +6 more

Dr. Benita Bruster is a Professor in the College of Education at Austin Peay State University (APSU), where she has served for 19 years. She teaches courses in Educational Leadership, Literacy, MAED Reading, and EdD programs. Her role on the CAFE Advisory Board focuses on addressing faculty needs across ranks. Dr. Bruster emphasizes collaboration, as reflected in her statement: 'We care for one another!' at APSU. Her research interests span educational leadership, teacher education, and innovative instructional practices. She actively explores topics such as trauma-informed classroom management, rural school leadership, and technology integration in education. Her work highlights the importance of reflective practice in teacher development, curriculum design, and addressing adverse childhood experiences in K-12 settings. Dr. Bruster's articles address cutting-edge themes like virtual reality in teacher training and online course development, alongside foundational topics such as instructional scaffolding. She advocates for 'Growing Your Own' leadership initiatives to strengthen rural education systems and emphasizes listening to pre-service teachers' voices for program improvement. While no specific scientific awards are listed, her extensive publication record reflects sustained contributions to educational theory and practice. Her advising and grant activities remain unspecified in available texts. Dr. Bruster is affiliated with the College of Education and can be reached at brusterb@apsu.edu.

Claire BartlettView profile

Senior Lecturer

• Implementation of Educational Programs
• Indigenous Education
• Teacher Professional Development
• +3 more

Dr. Claire Bartlett is a Senior Lecturer in Education at Charles Darwin University's Faculty of Arts and Society. Her research focuses on improving developmental and educational outcomes for children, particularly First Nations children, through program implementation and social research methods. She is an honorary fellow at Melbourne Medical School, advising on scaling the ASQ-TRAK developmental screening tool. Education: PhD (2019) from Menzies School of Health Research, Charles Darwin University, titled 'A Constructivist Grounded Theory Study of Reformers' Experiences of Scaling Up Accelerated Literacy.' Research interests include digital technologies for teacher professional learning, pre-service teacher preparation, and rural/remote education challenges. She leads a CDU-funded project on simulated teaching for pre-service teachers and collaborates on studies about online teacher education and rural teacher employment. Awards: Charles Darwin University/Australian Federation of University Women Postgraduate Scholarship (2011). Advising and grants: Supervises PhD students, chairs the NTTRB's Initial Teacher Education Committee, and contributes to national education policy through roles in the National Association of Directors of Professional Experience. Key labs/teams: Member of research groups at Curtin University and the University of Adelaide focusing on teacher education and rural placements.

• Education
• Pedagogy
• Classroom Practices
• +3 more

Mårten Björkgren is a Professor at the Faculty of Education and Welfare Studies at Åbo Akademi University. His research focuses on classroom practices, movement integration in education, and cross-disciplinary didactics. He has led and collaborated on projects such as Idemo (2018–2022) and Överdid (2022–2025), exploring integrated education and Swedish-language pedagogy in Finnish language islands. Education Background: Not explicitly detailed in text Key research interests include secondary education dynamics, teacher training strategies, and the intersection of physical activity with academic learning. His work often involves qualitative methods like focus groups and case studies. Recent publications (2020–2024) address topics such as movement in classrooms, Finnish values in education, and intercultural didactics. Björkgren has organized major conferences like the 9th Nordic Conference on Subject Education (2023) and contributed to peer review for journals like Nordic Jewish Studies . He has also served on academic assessment committees for university promotions. Media engagement includes a 2024 feature in YLE Vega discussing societal impacts of educational practices.

Dominik ConradView profile

Lecturer

• Geography Education
• Geoscience Pedagogy
• Plate Tectonics
• +3 more

Dr. Dominik Conrad is a Lecturer in the Department of Geography, specializing in geography education, geoscience pedagogy, and student learning processes. His work focuses on improving instructional strategies through experimental studies, such as analyzing the role of gestures in teaching plate tectonics and addressing student misconceptions using conceptual metaphor theory. He also explores sustainable urban development, co-creation in urban design, and decision-making frameworks in geography education. Research interests include: Gesture-based learning in geoscience education Student conceptions and alternative frameworks in earth science Sustainable urban planning methodologies Educational reconstruction models for complex geoscientific concepts His publications analyze teaching strategies for plate boundaries, climate change education, and urban development case studies across Europe. Recent work emphasizes using interdisciplinary approaches to bridge gaps between scientific concepts and student understanding. No scientific awards were explicitly mentioned in the provided texts. Teaching and advising activities focus on geographic education methodologies, though specific grant details or lab affiliations were not detailed in the source material.

Jauwairia NasirView profile

Research Fellow

• Socially Assistive Robotics
• Human-Robot Interaction
• Multimodal Behavioral Analytics
• +4 more

Dr. Jauwairia Nasir is a Research Fellow at the Chair of Human-Centered Artificial Intelligence, University of Augsburg, Germany. She holds a PhD in Human-Robot Interaction (HRI) from EPFL, Switzerland, and was a Marie Curie fellow in the ANIMATAS ITN program. Her research focuses on socially assistive robotics, multimodal behavioral analytics, and AI applications in education and healthcare. She teaches a Master's course on Human-Robot Interaction and has led workshops at international conferences such as RO-MAN and HRI. Education: PhD in HRI, Computer Science, EPFL (Switzerland), 2020 MSCA ITN Marie Curie Fellow, Sorbonne University (France), 2019 MSc Robotics & AI, KAIST (South Korea), 2015 BEng Electrical Engineering, NUST (Pakistan), 2012 Research Interests: Designing robots that adapt to diverse learning styles Modeling engagement through multimodal signals (speech, gesture, facial expressions) Ethical considerations in human-AI interaction AI-driven tools for personalized education and therapy Awards & Recognition: Rising Woman Star in Social Robotics (2025) RSJ Research Pioneering Award (2023) Best Paper Finalist at RO-MAN 2023 Special Recognition for Outstanding Reviews (HRI 2024) Lab Affiliations: Human-Centered AI Lab (University of Augsburg), CHILI Lab (EPFL), ANIMATAS Network.

Gregory T RushtonView profile

Professor

• STEM Education
• Chemistry Education
• Teacher Leadership Development
• +4 more

Dr. Gregory T Rushton is the Director of the Tennessee STEM Education Center (TSEC) and Professor of Chemistry at Middle Tennessee State University (MTSU). Previously, he held roles as Associate Professor of Chemistry and Associate Director of Science Education at SUNY Stony Brook, and directed a science education graduate program at Kennesaw State University. His research focuses on conceptual change in chemistry education, STEM teacher leadership, classroom discourse practices, and K-16 policy reform. Education: PhD (Physical Organic Chemistry, University of South Carolina, 2004), M.Ed. (Science Education, University of South Carolina, 1998), BA (Chemistry, University of Southern California, 1993) Key areas of investigation include STEM teacher retention strategies, demographic analyses of K-12 STEM teaching populations, and curriculum reform informed by research. He has secured over $18M in external funding through NSF, IES, and HHMI grants since 2005. Dr. Rushton has authored/co-authored 60+ peer-reviewed publications in journals like Science Education and Journal of Chemical Education. His recent work emphasizes teacher leader development, with studies examining the role of professional networks and motivational factors in sustaining STEM educators. Notable projects include the TSEC's initiatives to advance data science education and evaluate teacher leadership programs' long-term impacts.

• Developmental Psychology
• Social and Moral Development
• Gender Development
• +5 more

Stefanie M. Sinno is Professor and Chair of the Department of Psychology at Muhlenberg College , a liberal-arts institution in Pennsylvania. A developmental psychologist by training, she teaches courses in child and adolescent development, gender development, interpersonal psychology, and research methodology while actively leading a research program that bridges developmental science with pressing social issues. Education Ph.D. in Psychology – University of Maryland B.S. – Ursinus College Research Interests Professor Sinno’s scholarship centers on social and moral development within everyday contexts of childhood and adolescence. Her work investigates how young people reason about inclusion and exclusion , how gender stereotypes shape social cognition, and how broader structural systems —including poverty and socioeconomic inequality—impact individual well-being. A second, synergistic strand of inquiry examines the scholarship of teaching and learning , focusing on fostering information literacy and critical thinking among undergraduate psychology students. Across both lines of work, she employs mixed-methods approaches that integrate developmental theory with applied educational practice, often engaging undergraduates as collaborators. Scientific Awards & Grants Antiracism Pedagogical Development Grant, Muhlenberg College (Spring 2021) Faculty Center for Teaching Course Grant, Muhlenberg College (Spring 2020) Student Mentorship & Collaborative Scholarship Professor Sinno has mentored a large cohort of undergraduate researchers who regularly co-author conference presentations and peer-reviewed publications. Recent collaborative projects have explored masculinity and homophobic language among adolescents, children’s understanding of economic inequality, and barriers to family engagement in schools. Her lab provides students with intensive training in developmental methods, ethics, and dissemination, positioning many for graduate study and applied careers. Laboratory & Research Environment At Muhlenberg College, Professor Sinno directs an active developmental research group that integrates empirical studies with community outreach. Facilities support observational, survey, and interview methodologies, while partnerships with local schools and agencies enhance ecological validity and translational impact.

Teresa Zappia-SinicropiView profile

Assistant Clinical Professor

• Pelvic Health
• Neurologic Rehabilitation
• Postpartum Recovery
• +1 more

Teresa Zappia-Sinicropi is a Clinical Assistant Professor in the Physical Therapy Department at Nazareth College. She holds a Doctor of Physical Therapy from UNC-Chapel Hill and is pursuing a Doctor of Education in Health Professional Education. Her clinical expertise includes pregnancy/postpartum care, pelvic health, and neurologic rehabilitation. Research investigates self-regulated learning in DPT education, constructivist pedagogy, and postpartum physical therapy interventions. She is a Credentialed Clinical Instructor with specialized training in obstetric physical therapy (CAPP-OB).