Find Academic Supervisors

Katie E. Richards-SchusterView profile

Associate Professor

• Youth participation
• Youth engagement
• Community organizing
• +6 more

Katie E. Richards-Schuster is an Associate Professor at the University of Michigan School of Social Work . She received her PhD in Social Work and Sociology (2005) and AM in Social Service Administration (1997) from the University of Michigan and University of Chicago respectively. Her work focuses on youth participation and community organizing through participatory research approaches. Director of Undergraduate Minor Programs Founding Director of the Community Action and Social Change undergraduate minor Her research explores contexts that facilitate youth engagement across settings, with particular attention to educational justice and critical youth media . She has led community-engaged and national projects focused on youth participation, and has presented at national and international conferences. Scientific contributions include: 2023 ENGAGE Small Grant 2018 Ginsberg Center award 2018 Gilbert Whitaker Fund grant She co-chairs the Youth Focused Evaluation group within the American Evaluation Association . Current projects include system-wide youth participatory evaluation in urban school districts and distilling best practices for youth participation in social work.

L.J. McElravyView profile

Associate Professor

• Leadership Assessment
• Positive Psychology in Leadership
• Shared Leadership Systems
• +7 more

L.J. McElravy is an Associate Professor at the University of Nebraska-Lincoln in the Department of Agricultural Leadership, Education and Communication, where he focuses on leadership assessment, positive psychology-based training, and shared leadership systems for problem-solving. His military experience in the U.S. Army informs his developmental approach to leadership. He is actively involved in the Nebraska Rural Poll and the Community Vitality Initiative, addressing rural civic action, well-being, and policy perceptions. Key Research Areas: Leader identity development, PsyCap applications, service-learning, youth leadership programming. Teaching: Courses like ALEC 422 (Facilitation and Project Planning) and ALEC 845 (Research in Leadership Education). Extension Work: Rural Poll surveys examining agricultural policy, childcare, climate, and economic well-being in nonmetropolitan Nebraska. Collaborations: Partnered with Civic Nebraska on the Rural Civic Action Program. His recent publications (2022-2025) analyze leadership identity, digital education frameworks, and rural community well-being, emphasizing civic engagement and policy impacts. He is currently accepting graduate students.

• Environmental Justice
• Food Justice
• Sustainability Education
• +7 more

Adrienne Cachelin is an Associate Professor at the University of Utah's School of Environment, Society & Sustainability, where she has been appointed since July 2023. She concurrently serves as Director of the SPARC Environmental Justice Lab (since 2022), Affiliate Faculty in Environmental Humanities (since 2025), and Director of University of Utah Sustainability Education (since 2014). Her academic background includes a BA in Political Science/Environmental Studies from the University of Vermont, an M.Ed. in Educational Studies, and a PhD in Parks, Recreation & Tourism from the University of Utah (2011). Research Focus: Dr. Cachelin's scholarship centers on environmental justice, food sovereignty, and critical sustainability. She employs community-based participatory action methodologies to address systemic inequities, with emphasis on Indigenous knowledge, urban food systems, and transformative pedagogy. Her work integrates environmental sociology, human geography, and education theory to challenge neoliberal frameworks and advance equity-centered solutions. Publication Trends: Her recent articles (2015–2024) demonstrate consistent focus on community-driven environmental justice, critical pedagogy, and food systems transformation. Predominant themes include participatory research ethics, climate adaptation in Indigenous contexts, urban food apartheid, and institutional change in higher education. Methodologically, she prioritizes narrative analysis, spatial mapping, and reflexive praxis. Awards & Recognition: Community Scholar in Residence, University Neighborhood Partners (2024) Excellence in Mentoring, College of Social & Behavioral Science (2022) National Racial Equity & Sustainability Collaboration Award Finalist (2021) Distinguished Teaching Award (2018) Faculty Teaching Award for Innovation in General Education (2017) Public Service Professorship (2016) Enlightened 50 Award (2015) Equity and Diversity Award (2013) Grants & Leadership: Secured $1M+ in external funding, including NSF DISES grants (2023–2026) and Foundation for Food & Agriculture Research awards (2025–2027) for food sovereignty projects. Directs transdisciplinary teams at the SPARC Environmental Justice Lab, facilitating community-university partnerships. Teaches courses like Environmental Justice and Food, Justice & Sustainability with community-engaged pedagogy.

Adam Millard-BallView profile

Professor

• Transportation Planning
• Urban Sprawl
• Climate Change Mitigation
• +3 more

Adam Millard-Ball is Professor of Urban Planning at the UCLA Luskin School of Public Affairs, where he conducts research at the intersection of transportation systems, environmental sustainability, and urban data science. Trained in economics, geography, and urban planning, he employs geospatial analysis, econometric modeling, and qualitative methods to evaluate transportation and land-use policies aimed at reducing greenhouse gas emissions. His research spans street-network sprawl measurement, parking policy reform, active transportation infrastructure, and climate action planning. Key methodological approaches include large-scale geospatial data analysis, network connectivity metrics, and community-engaged research frameworks. His work consistently addresses equity dimensions in urban environmental policy, examining how transportation and land-use decisions disproportionately impact vulnerable populations. Analysis of his 2023-2025 publications reveals three dominant research trajectories: (1) Quantifying urban form through street-network sprawl metrics at global scales, (2) Evaluating active transportation infrastructure for health and climate co-benefits, and (3) Developing equity-centered frameworks for climate adaptation planning. His recent work demonstrates increasing integration of community-based participatory methods with computational urban analytics.

Edina RobinView profile

Associate Professor

• Translation Studies
• Corpus Linguistics
• Machine Translation
• +5 more

Edina Robin is a Habilitated Associate Professor at the Institute of Language Mediation , part of Eötvös Loránd University . She serves as the Director of the Institute and leads two departments: the Department of Translation and Interpreting and the Department of Hungarian as a Foreign Language . Her work bridges theoretical and applied translation studies, emphasizing modern challenges in language mediation. Role: Director of Institute of Language Mediation Role: Head of Department of Translation and Interpreting Role: Head of Department of Hungarian as a Foreign Language Research Interests Translation universals and revision practices Corpus-based translation analysis Human-in-the-loop machine translation systems Ethical implications of AI in translation Distance education methodologies in translation training Publication Trends reflect her interdisciplinary focus on machine translation (33%), translation teaching (25%), corpus linguistics (20%), and crisis communication (15%). Recent works explore the intersection of artificial intelligence, human agency, and ethical frameworks in language mediation. Academic Leadership includes institutional development for language mediation, curriculum design for Hungarian as a foreign language, and fostering collaboration between academic and industry translation practices.

Anabel RodriguezView profile

Assistant Professor

• Occupational Health and Safety
• Agricultural Workers Health
• Immigrant and Migrant Health
• +6 more

Dr. Anabel Rodriguez is an Assistant Professor in the Department of Environmental and Occupational Health at Texas A&M University, dedicated to improving occupational health and safety among agricultural working populations. Her research focuses on Spanish and Indigenous-speaking immigrant and migrant farmworkers in rural Texas and U.S.-Mexico border regions, addressing tuberculosis prevention, vaccine access barriers, and health disparities in medically underserved 'health deserts'. Education: PhD, University of Texas Health Science Center at Houston, School of Public Health MPH, University of Texas Health Science Center at Houston, School of Public Health BS, Saint Edward's University Research Focus: Dr. Rodriguez investigates occupational epidemiology and social determinants of health in precarious agricultural employment, with emphasis on infectious disease prevention (tuberculosis, influenza, brucellosis) and vaccine equity. Her work integrates Total Worker Health® approaches to address mental health barriers, diabetes management, and safety climate in dairy operations through community-based interventions. Publication Trends: Recent articles (2023-2025) reveal three dominant themes: 1) Safety leadership training for dairy supervisors using mobile technology, 2) Infection control program development for rural healthcare workers, and 3) Analysis of social-structural barriers affecting migrant shrimpers and farmworkers. Her research consistently centers on hard-to-reach populations in Texas border communities using culturally tailored methods. Professional Context: As the daughter of Mexican immigrant seasonal farmworkers from the Rio Grande Valley, Dr. Rodriguez brings lived experience to her work. She develops training programs for occupational safety and infectious disease prevention while teaching courses in Occupational Epidemiology and Immigrant Working Populations. Her contact: anabelr@tamu.edu | 979.436.9329 | 212 Adriance Lab Rd., College Station, TX.

• Early Years Education
• Gender Studies
• Educational Disadvantage
• +9 more

Maura Cunneen is a PartTime Lecturer in the Early Childhood Studies department at University College Cork (UCC) . With a PhD in Early Childhood Studies (2001) and a BA in the same field (1998), she has dedicated her career to researching gender socialization , educational disadvantage , and comparative early years provision . Her work bridges academic research with practical applications in early education settings. PhD in Early Childhood Studies (UCC, 2001) BA in Early Childhood Studies (UCC, 1998) Her research emphasizes gender dynamics in early education , transitions from home to school , and inclusive curricula . She has collaborated internationally, including fieldwork in New Zealand , Sweden , and Australia , and co-authored the seminal work Loris Malaguzzi and the Reggio Emilia Experience (Bloomsbury, 2010). Her peer-reviewed publications and conference contributions focus on gender perception, play environments, and educational equity. She has served as Director of the BA (Early Years and Childhood Studies) and co-developed modules like Historical Developments in Irish Education and Advanced Studies in Early Childhood Education . Scientific awards : None listed. Primary/Co-Director of BA (EYCS) program (2012-2015) External Examiner for M.Ed Thesis (2010) Member of UCC Committees (2010-2012)

Robyn SmithView profile

Research Fellow

• Youth Sport for Development
• Participatory Methodologies
• Forced Migration and Leisure
• +3 more

Dr. Robyn Smith is a Postdoctoral Research Fellow at Loughborough University's School of Sport, Exercise and Health Sciences, funded by the ESRC. Her research focuses on youth sport for development, participatory methodologies, forced migration, wellbeing, and social action. Prior to her current role, she was a Lecturer at Brunel University and earned her PhD from there in 2023. She holds a BA in Kinesiology from Western University and an MSc from the University of Toronto. Education: BA(Hons) in Kinesiology and Sport Management, Western University MSc in Physical Cultural Studies and Ethnic and Immigration Studies, University of Toronto PhD in Sport, Health and Exercise Sciences, Brunel University London Research Interests: Robyn’s work centers on participatory approaches, particularly with marginalized groups such as refugee youth, exploring how community sport and leisure programs enhance wellbeing and social inclusion. She also investigates ethical challenges in participatory research and the role of digital tools like podcasting in knowledge translation. Publications Trends: Her articles emphasize participatory methodologies in sport and migration contexts, highlighting issues of social justice and wellbeing. Recent work explores secondary traumatic stress in researchers, creativity’s role in wellbeing, and systematic reviews on arts interventions for at-risk youth. Awards: Fellow of the Higher Education Academy (FHEA) Grants & Mentorship: Supported by ESRC funding, her work often involves collaborative projects with community organizations. While no formal students are listed, her research frequently engages youth as co-creators. Labs/Teams: Affiliated with the National Centre for Sport and Exercise Medicine and the Centre for Health and Wellbeing Across the Lifecourse at Brunel University.

Alexander LawallView profile

Professor

• Cyber Security
• System and Network Security
• Web Application Security
• +5 more

Prof. Alexander Lawall is a Professor of Cyber Security at IU University of Applied Sciences, where he also directs the Bachelor and Master courses in Cyber Security. Formerly, he served as the head of information security management at the REHAU Group, a global private-sector role. He holds a PhD from the Technical University of Dresden, followed by a career in information security architecture and leadership. His research focuses on system/network security, web/cloud security, IoT security, and Industry 4.0. Key themes include access control models, cross-organizational process management, and rights management frameworks. His work bridges academic and industrial cybersecurity challenges, with publications in reputable conferences and journals. Publications span hypergraph-based access control (2016), cloud resource management (2015), and cross-organizational process modeling (2014). He has contributed to advancing cybersecurity in distributed and collaborative environments, particularly through agent-based and formal language approaches. No scientific awards are explicitly mentioned. He has advised no students listed here, but his academic leadership includes curriculum development in cybersecurity education. His professional trajectory reflects a blend of academic research and industry expertise.

Insa StamerView profile

Researcher

• Chemistry Education
• Science Education
• Teacher Professional Development
• +4 more

Dr. Insa Stamer is a Researcher in the Department of Chemistry Didactics at the Leibniz Institute for Science and Mathematics Education in Kiel, Germany. Her work focuses on advancing chemistry education through interdisciplinary approaches, teacher professional development, and innovative educational methodologies. She is involved in projects like the KiFo Kiel Research Workshop and contributes to out-of-school learning initiatives. Her research interests include subject-specific learning in preschool and school settings, professional competence of teachers, science communication, and methodological advancements in education. She actively publishes in journals such as The European Physical Journal B and Natural Sciences in Education - Chemistry , addressing topics ranging from neurotronics education to nanotechnology safety. Dr. Stamer collaborates on projects like Authentic insights into science , exploring the use of scientific videos in informal learning environments. She also engages in methodological research involving machine learning applications in education. Her work bridges formal and informal learning contexts, emphasizing hands-on laboratory programs and intermedial science exploration.

Robert PowersView profile

Professor

• Mathematics Education
• Teacher Preparation
• Mathematics Pedagogy
• +3 more

Robert Powers is a Professor in the Department of Mathematical Sciences at the University of Northern Colorado, affiliated with the College of Natural and Health Sciences. He holds an Ed.D. in Curriculum and Instruction (Mathematics Education) from the University of Houston, an M.S. in Mathematics from Colorado State University, and a B.S. in Mathematics with a Physics minor from the same institution. His research focuses on secondary mathematics teacher preparation, specifically analyzing tasks used in teacher education courses. He contributes to the MODULE(S²) implementation team testing Probability and Statistics modules. Powers actively teaches in undergraduate, MA, and Ph.D. programs. Recent work explores teacher task analysis, standards-based grading, and pandemic-era teaching adaptations. He has presented at conferences like the Association of Mathematics Teacher Educators and contributed to projects like the INFORMS MKT research initiative. Grants include the SUMMIT Colorado MSP program as PI of a subcontract and researcher on the INFORMS MKT project. His professional experience spans roles from community college teaching to university-level instruction and research.

Mario NovelliView profile

Professor

• Political Economy of Education
• Education and Conflict
• Peacebuilding
• +3 more

Prof Mario Novelli is a Professor in the Political Economy of Education at the University of Sussex, affiliated with the School of Education and Social Work. He leads the PEER Network (Political Economy of Education Research), a global initiative fostering knowledge exchange on education systems in conflict-affected contexts. Previously, he worked at the University of Amsterdam and University of Bristol, focusing on interdisciplinary research across Education, International Development, Geography, and Politics. His research explores education’s role in peacebuilding, globalization impacts on education, and knowledge production in social movements. Notable projects include a multi-country study on education and peacebuilding with UNICEF and an ESRC-funded study on social movement learning in conflict zones. He co-edits the Globalisation, Societies and Education journal and holds roles such as former Director of the Centre for International Education (CIE) and BAICE President (2021–2022). Recent work emphasizes geopolitical shifts in education governance and the SDGs, critiquing Western-centric approaches. His publications span critical analyses of education in conflict, social movement pedagogy, and decolonizing knowledge systems. Awards include the Georg Arnhold Senior Fellowship and recognition for advancing international education studies. Prof Novelli teaches courses on global education governance, conflict, and international development at Sussex, contributing to MAIED programs. His grants include the GCRF PEER Network (2019–2024) and ESRC studies on social movement learning.

Leigh DisneyView profile

Senior Lecturer

• Early Childhood Education
• Digital Technologies in Education
• Early Years Mathematics Learning
• +3 more

Dr. Leigh Disney is a Senior Lecturer in the School of Educational Psychology & Counselling at Monash University, specializing in early years education with a focus on mathematics learning, digital technologies, and play-based pedagogy. He holds an adjunct position at the Coordinated Innovation Centre for Basic Education Reform and Development since 2015. His research explores young children’s mathematical development, particularly during the transition to primary school, and the role of dynamic leadership in enhancing educational outcomes. Disney has conducted cross-cultural studies in China on play-based learning and teacher practices, contributing to global early childhood education discourse. Expertise: Early Childhood Education, Digital Technologies, Play Pedagogy, Mathematics Learning, Teacher Education Collaborations: Projects in China, Victorian Curriculum development, and leadership in early years education Publications: Over 40 articles, books, and reports on topics ranging from digital play to pandemic impacts on educators Disney’s research emphasizes the integration of play and technology to improve learning outcomes. He has led or co-investigated six projects since 2018, including initiatives funded by the Victorian Curriculum Authority and the Department of Education. His work aligns with UN Sustainable Development Goals related to quality education and reducing inequalities. His contributions extend to policy advocacy, such as submissions to parliamentary committees on classroom disruption and teacher well-being. Disney’s interdisciplinary approach bridges early childhood education with developmental psychology and technology integration, shaping both academic and practical frameworks in the field.

Vinitra SwamyView profile

Researcher

• Explainable AI
• Machine Learning for Education
• Multimodal Learning
• +4 more

Vinitra Swamy is a Postdoctoral Researcher at École Polytechnique Fédérale de Lausanne (EPFL), affiliated with the ML4ED Lab (Machine Learning for Education) and the MLO Lab (Machine Learning and Optimization Group). She holds a PhD in Computer Science from EPFL and a Master's and Bachelor's from UC Berkeley, graduating at 20 as the youngest recipient in UC Berkeley's history. Her research focuses on explainable AI, human-centric machine learning, and education technology. She has held roles as a lead engineer at Microsoft AI (ONNX framework) and served as a lecturer at UC Berkeley and UW Seattle. Vinitra's work bridges technical innovation with societal impact, exemplified by projects like MEDITRON-70B (medical LLMs) and iLLuMinaTE (actionable explanations for students). She has received multiple awards, including the 2024 G-Research PhD Prize and Rising Stars in Data Science recognition. Key contributions include interpretable neural architectures (InterpretCC), bias analysis in LLMs, and multimodal learning systems (MultiModN). Her research emphasizes practical applications in education and healthcare, with a focus on user-centered design and ethical AI practices.

Nicole LeeView profile

Assistant Professor

• Art Education
• Curriculum Theory
• A/r/tography
• +6 more

Dr. Nicole Lee is an Assistant Professor in Art Education at NSCAD University, specializing in a/r/tography and curriculum studies. She holds a PhD from the University of British Columbia, where her SSHRC-funded dissertation won multiple prestigious awards. Her research explores intersections of art, pedagogy, spirituality, and community, with a focus on contemplative and affective educational practices. Dr. Lee teaches in graduate programs including the Master of Arts in Art Education and Master of Fine Arts, and currently serves as Vice President of the Canadian Society for Education Through Art (CSEA/SCÉA) and Chair of its 2024 conference. Education: PhD in Curriculum Studies (Art Education), University of British Columbia MEd, York University BFA (Visual Arts, Studio), York University BEd (Visual Arts and English), York University Her research interests include curriculum theory, philosophy, community-based art practices, and thanatology within educational contexts. Notable publications include contributions to A/r/tography: Essential Readings (2024) and Walking with A/r/tography (2021). She is an editor of multiple volumes on a/r/tography and curriculum studies, including an upcoming Springer publication on material and digital explorations. Awards: Elliot Eisner Doctoral Research Award Ted T. Aoki Prize Canadian Association for Curriculum Studies Dissertation Award Dr. Lee’s leadership in CSEA/SCÉA reflects her commitment to advancing art education through community engagement and scholarly collaboration. Her work bridges theoretical and creative practices, emphasizing ethical and affective dimensions of teaching and learning.