Find Academic Supervisors

Gail E. JosephView profile

Professor

• Early Childhood Education
• Child Development
• Social-Emotional Learning
• +3 more

Gail E. Joseph is a Professor in the College of Education at the University of Washington, with affiliations in Early Childhood & Family Studies and Learning Sciences & Human Development. She teaches courses, advises students, and conducts research on early care and education, focusing on child care quality, social-emotional learning, teacher education, and technology integration. Ph.D., University of Washington Her research projects include statewide surveys on early childhood workforce conditions, studies on digital professional learning tools like Circle Time Magazine, and evaluations of coaching interventions (e.g., FIND in Childcare) to improve teacher-child interactions. She co-created resources such as Teacher Time and the EarlyEdU Alliance, which aims to enhance early childhood education through accessible bachelor’s degrees. Her publications span topics like social-emotional curricula, behavioral interventions, and inclusive education frameworks. She has held leadership roles as Principal Investigator (PI) of the Head Start Center for Inclusion and Co-PI of the National Center for Quality Teaching and Learning (NCQTL). 2018 David R. Thorud Leadership Award (University of Washington) She currently serves as Executive Director of Cultivate Learning at the University of Washington, advancing professional development and quality improvement initiatives nationwide.

Jason FosterView profile

Assistant Professor

• Engineering Education
• Philosophy of Engineering
• Engineering Design
• +3 more

Jason Foster is an Assistant Professor at the Faculty of Engineering, University of Toronto, specializing in Engineering Education and Philosophy of Engineering . His work bridges rigorous academic inquiry with practical applications in engineering pedagogy. His research focuses on Research Through Design , aiming to redefine how design and education intersect. Key projects include analyzing the utility of design tools in small enterprises, developing coherent engineering requirements models, and creating open-source lab equipment for budget-constrained institutions. Recent publications highlight trends in engineering education, such as integrating multidisciplinary design, flexible project planning, and addressing intersubjective grading dynamics. His work emphasizes interdisciplinary collaboration, sustainable development, and systems thinking in curricula. He supervises graduate students through a junior colleague/collaborator model, prioritizing adaptability and critical engagement. No awards or formal honors are mentioned in the provided texts.

• Curriculum Development
• Work-Integrated Learning
• Student Engagement
• +3 more

Rebecca Bilous is a Lecturer in the Department of Management at Macquarie University, affiliated with the Macquarie School of Education. Her academic work focuses on curriculum development, work-integrated learning, and community partnerships. She holds an ORCID identifier (0000-0002-1419-1755) and can be contacted at rebecca.bilous@mq.edu.au. Dr. Bilous has contributed significantly to research on stakeholder engagement in educational programs and co-creation initiatives involving students, communities, and workplace partners. Her research emphasizes ethical practices in service learning, volunteer preparation for child-focused contexts, and sustainable curriculum design. Bilous has led or collaborated on projects such as the 'Classroom of Many Cultures' initiative (2014–2017), which co-created support curricula with international community partners and students. Her work bridges theoretical frameworks with practical applications in higher education and global development. Notable contributions include exploring reciprocal learning models, stakeholder-driven curriculum development, and the integration of volunteering into educational frameworks. Her research often addresses challenges in fostering meaningful partnerships between universities, communities, and workplaces to enhance student learning and societal impact.

Reed StevensView profile

Professor

• Learning Sciences
• Educational Technology
• Cognitive Science
• +7 more

Reed Stevens is a Professor in the Learning Sciences department at Northwestern University's School of Education and Social Policy (SESP). He holds a PhD in Cognitive Studies in Education from UC Berkeley (1999), an MA from UC Berkeley (1994), and a BA in Mathematics from Pomona College (1987). His research focuses on understanding learning across diverse settings including classrooms, workplaces, and museums, emphasizing how mathematical and technological practices shape cognition. Stevens develops tools like VideoTraces for media annotation and designs innovative educational models such as FUSE Studios to create scalable, interest-driven learning environments. His work bridges cognitive science and sociocultural studies, employing methods like audio-video ethnography and conversation analysis. Key themes include spatial reasoning in making activities, teacher adaptation to facilitator roles, and the diffusion of educational innovations. Stevens collaborates with industry partners to integrate real-world practices into school curricula, addressing challenges in scaling STEAM initiatives and fostering equitable participation. His research has implications for teacher training, curriculum design, and the development of technology-mediated learning tools. Stevens' recent work explores civic data science applications, professional learning in trades like coffee roasting, and the redefinition of scientific practices in education. He actively contributes to debates on expanding what counts as valid scientific inquiry and has published extensively on learning pathways, institutional adoption of innovations, and the role of agency in student-driven projects.

Kathryn LanouetteView profile

Assistant Professor

• Learning Sciences
• Science Education
• Data Science Education
• +6 more

Kathryn Lanouette is an Assistant Professor of Learning Sciences and Science Education at William & Mary’s School of Education. She holds faculty affiliate appointments in the Arts & Sciences (ENSP, IIC). Her research explores place-based pedagogies, emerging technologies, and their roles in fostering joyful, ethical science and data science learning for K-8 students. She collaborates with schools, museums, and youth-serving organizations to design curricula and outdoor learning experiences. Education: Ph.D. in Learning Sciences and Human Development, University of California, Berkeley (2017) M.A. in Museum and Childhood Education, Bank Street Graduate School of Education B.A. in Politics, Oberlin College Research Interests: Lanouette focuses on intersections between emotion, place, and data literacy, emphasizing participatory approaches to environmental and socio-ecological education. Her work bridges theory and practice, advocating for equitable, interdisciplinary STEM+ curricula that connect students to local ecosystems and global challenges. Recent Trends in Publications: Her articles emphasize participatory methodologies (e.g., digital mapping, data storytelling), socio-political dimensions of learning, and ethical frameworks for data science education. Recent work highlights collaborations between educators and community organizations to co-create knowledge about climate change and socio-ecological systems. Awards: Outstanding Short Paper Award (2025), International Society of the Learning Sciences NSF-funded ‘Writing Data Stories’ postdoctoral research (2017–2020) Teaching & Mentorship: Lanouette teaches courses on education research, science pedagogy, and applied conservation sciences. She mentors students through interdisciplinary projects, such as the NSF-funded ‘Writing Data Stories’ initiative and NOAA’s Teacher at Sea program. Labs/Teams: Collaborations include partnerships with UC Berkeley’s Science Education Lab, museums, and K-12 schools to develop place-responsive curricula and community-driven data projects.

Nicholas Ng-A-FookView profile

Professor

• Curriculum Studies
• Oral History Education
• Life Writing Research
• +7 more

Nicholas Ng-A-Fook is a Full Professor in the Faculty of Education at the University of Ottawa, where he has served as former Associate Dean of Graduate Studies and Director of Teacher Education and Indigenous Teacher Education Programs. His work is deeply engaged with the Truth and Reconciliation Commission's 94 Calls to Action, working in partnership with Indigenous communities and school boards to disrupt colonialism, systemic racisms, and inequalities in educational curricula. Dr. Ng-A-Fook's educational background includes a Ph.D. in Curriculum and Instruction from Louisiana State University (2006), an M.A. in Education (Multicultural Education) from York University (2001), a Graduate Diploma in Education (Secondary Science and History) from the University of Western Sydney (1998), and a B.A. in Classical Studies from the University of Ottawa (1996). His research interests span Curriculum Studies, History of Education (particularly oral history), Life-writing research (autobiography and narrative inquiry), Critical Youth Studies (focusing on first-generation immigrant and Indigenous youth), Community-based research, and Contemporary perspectives in philosophy, science and technology including AI, genomic education, and anti-racist science education. Dr. Ng-A-Fook approaches his work as a curriculum theorist who draws on life writing research methodologies to co-create culturally responsive, relevant, and relational curriculum with educators. Dr. Ng-A-Fook's publications reveal a strong focus on reconciliation education, decolonizing curriculum, and addressing systemic racism in educational contexts. His work increasingly engages with digital technologies and artificial intelligence from a critical, decolonial perspective, examining how these technologies intersect with historical and ongoing colonial structures. His research shows a clear evolution toward more interdisciplinary work connecting curriculum studies with Indigenous knowledge systems, technology studies, and social justice movements. Among his notable honors are the 2024 Coutts Prize, the Ted T. Aoki Distinguished Service Award (2018), and the R.W.B. Jackson Award for an outstanding article in the Canadian Journal of Education. He also serves as Director of the EdCan Network and was Past-President of the Canadian Society for the Study of Education. As a supervisor, Dr. Ng-A-Fook currently mentors several graduate students including Melissa Daoust, Lisa Ambaye, Bahareh Samsamiardekani, and Madelaine McCracken. He created the FooknConversation podcast to address educational challenges with colleagues, community activists, artists, education leaders, teachers, and politicians, and maintains the Canadian Curriculum Theory Project website as a resource for his research.

Maria NavarroView profile

Teaching Professor

• High-Impact Practices (HIPs)
• Interdisciplinary Education
• Curriculum Development
• +4 more

Maria Navarro is a Teaching Professor at the University of Georgia's College of Agricultural & Environmental Sciences, specifically within the Department of Agricultural Leadership, Education & Communication. She holds a Ph.D. in Agricultural Education from Texas A&M University (2004) and a BS/MS equivalent in Agricultural Engineering from Universitat Politècnica de Catalunya, Spain (1992). Ph.D., Agricultural Education, Texas A&M University (2004) BS/MS, Agricultural Engineering, Universitat Politècnica de Catalunya (1992) Her research focuses on High-Impact Practices (HIPs), interdisciplinary education, and integrating STEM with social sciences to create globally conscious curricula. She has led transformative projects in curriculum operations, faculty development, and student equity, with recent work emphasizing sustainable food systems and biocultural diversity. 2018 Fellow, Association for International Agricultural and Extension Education 2017 D.W. Brooks Faculty Award for Excellence in Teaching 2016 Outstanding Graduate Faculty Mentor Award 2014 UGA Richard B. Russell Award for Excellence in Undergraduate Teaching Dr. Navarro has secured competitive grants totaling over $1.1 million from USDA-NIFA-HEP for projects like 'Interdisciplinary graduate research and education in sustainable food systems' and 'Integrating humanistic studies into engineering education.' Her teaching includes international study-abroad programs, graduate seminars, and first-year courses, with a focus on experiential learning and curriculum innovation.

Anitha ChinnaswamyView profile

Senior Lecturer

• Cyber Security Management
• Cyber Security Risk Management
• Artificial Intelligence in Cybersecurity
• +7 more

Dr. Anitha Chinnaswamy is a Senior Lecturer in Cyber Security Management at Aston Business School, Aston University, where she serves as Deputy Director of the Cyber Security Innovation (CSI) Research Centre. She leads the MSc Cyber Security Management program and directs multiple research initiatives focusing on cyber security risk management, cryptocurrency regulation, AI applications in cybersecurity, and gender diversity in the field. Her educational background includes a PhD in Computing, an MSc in Informatics, and a PG Cert in Higher Education, all from Coventry University. As a CRISC certified professional and APMG Certified Cyber Security Instructor, she brings both academic rigor and industry relevance to her work. Dr. Chinnaswamy's research spans critical cybersecurity areas including cyber security risk management, cryptocurrency and illicit money flows, cloud-based artificial intelligence applications, and addressing the gender gap in cybersecurity. Her work bridges technical cybersecurity solutions with organizational behavior, risk management, and awareness strategies, creating holistic approaches to security challenges. She has developed award-winning curricula that empower future leaders in the rapidly evolving cybersecurity landscape. Her publications reveal a strong focus on applying AI to cybersecurity challenges, particularly in banking and financial crime detection, while also addressing regulatory frameworks for cryptocurrencies and the social dimensions of cybersecurity through work on gender diversity and inclusion. Tech for Good Award, Midlands Women in Tech Awards, 2023 Academic Award, Midlands Women in Tech Awards, 2024 Finalist - Cyber University of the Year, National Cyber Awards, 2024 As Programme Director for the MSc Cyber Security Management, Dr. Chinnaswamy has secured substantial research funding from Horizon Europe, Innovate UK, DSIT, and WMCA. Her current projects include CyVAWG: Cyber Violence Against Women and Girls (£75,000), CyberKali 2024 (£42,000), and a KTP with BlueScreen IT (£202,024). She actively collaborates with LEAs, regional cybercrime units, corporate partners, government agencies, and academic institutions across multiple projects. Dr. Chinnaswamy leads the Cyber Security Innovation Centre research team and serves as Chapter Leader for ISACA Central UK. As a founding member of the Ethnic Minorities in Cyber (EMiC) Network supported by DSIT, she champions diversity and inclusion in cybersecurity, while also serving as a STEM Ambassador in the West Midlands to inspire the next generation of cybersecurity professionals.

Anna DanielssonView profile

Professor

• Science Education
• Gender Studies
• Identity in Education
• +3 more

Anna Danielsson is a Professor of Science Education at Stockholm University's Department of Teaching and Learning, where she also serves as head of the science education section. Her academic career spans prestigious institutions including Uppsala University, King's College London, and the University of Cambridge, with her current research focusing on equity and inclusion in science education contexts. Professor Danielsson earned her PhD in physics education research from Uppsala University in 2009. Her educational journey includes a two-year postdoctoral fellowship at the University of Cambridge's Faculty of Education, followed by positions as senior lecturer at Uppsala University and Reader in Science Education at King's College London during 2016/17. She was promoted to Professor in Curriculum Studies at Uppsala University in January 2018 before joining Stockholm University. Her research program centers on critical examinations of gender, identity, and power dynamics in science and technology education. As leader of the Science Education Equity research group, she investigates inclusion-exclusion patterns and participation barriers for minoritized learners in science, with particular emphasis on physical sciences. Her work employs innovative narrative and discourse methodologies to explore how students construct identities within science learning contexts. Analysis of her recent publications reveals a sustained focus on identity construction in physics education, particularly examining how underrepresented students navigate disciplinary spaces. Her scholarship bridges theoretical frameworks from post-structuralism, cultural studies, and critical discourse analysis with empirical research in both formal and informal learning environments. A notable trend is her increasing attention to mathematics education and cross-disciplinary identity formation, as evidenced by her 2025 work on mathematics capital. Principal Investigator for 'In(ex)clusion in higher education mathematics and physics: Identity enactment in educational trajectories and scientific practices' Lead researcher on 'The unlikely scientists: Exploring what has enabled students from under-represented groups to continue to higher education science studies' (Swedish Research Council, 2019-2023) Collaborator on multiple Swedish Research Council-funded projects examining identity, gender, and equity in STEM pathways Professor Danielsson directs the Science Education Equity research group, which creates interdisciplinary spaces for examining how marginalized learners engage with science education. The group's work combines theoretical innovation with practical implications for creating more inclusive science classrooms and curricula, particularly focusing on how physical sciences can become more accessible to diverse student populations.

Truong Q. NguyenView profile

Professor

• Image/Video Processing
• 3D Video Technology
• Wavelets and Filter Banks
• +5 more

Truong Q. Nguyen is a Professor in the Electrical and Computer Engineering (ECE) Department at the University of California San Diego (UCSD), affiliated with the Jacobs School of Engineering. He holds positions at the Center for Wireless Communications and the California Institute for Telecommunications and Information Technology. His research focuses on image/video processing, wavelets, 3D video technology, and applications in healthcare and robotics. He has authored influential textbooks like Wavelets & Filter Banks and pioneered low-power video processing algorithms for mobile devices. Nguyen earned his B.S., M.S., and Ph.D. in Electrical Engineering from the California Institute of Technology (1985–1989). He held roles at MIT Lincoln Laboratory and Boston University before joining UCSD in 1998. His honors include the IEEE Signal Processing Paper Award (1992), NSF Career Award (1995), IEEE Fellow (2005), and UCSD’s Distinguished Teaching Award (2019). His research interests span 3D video processing, machine learning for health monitoring, and biomedical imaging. Notable contributions include wavelet-based compression techniques and AI-driven medical image analysis. He leads the UCSD Video Processing Lab, exploring computer vision, robotics, and generative AI applications. Nguyen is committed to educational innovation, co-creating programs like the Hands-on Curriculum, Summer Research Internship Program (SRIP), and Project-in-a-Box (PIB) for K-12 students. Nguyen’s work bridges academia and industry, with patents in wavelet design and signal analysis. Recent projects include NSF-funded initiatives to develop inclusive engineering curricula and collaborate on graduate pathways programs through the Inclusive Engineering Consortium (IEC).

Thomas B. MetzloffView profile

Professor

• Legal Ethics
• Medical Malpractice Litigation
• Empirical Legal Studies
• +3 more

Thomas B. Metzloff is a Professor of Law at Duke University School of Law, where he has been teaching since 1985. His academic roles include teaching Civil Procedure , Ethics in Action , and specialized courses on the American legal system for international LLM students in Geneva, Hong Kong, and Beijing. He served as Senior Associate Dean for Academic Affairs (1998–2001) and currently sits on Duke University's Academic Council executive committee. Education: BA from Yale College (1976), JD from Harvard Law School (1979) Professional Background: Judicial clerkships (5th Circuit Court of Appeals, U.S. Supreme Court), private practice in Atlanta, and academic leadership roles. Research Interests span empirical studies of the litigation system, particularly medical malpractice disputes, legal ethics, constitutional law, and dispute resolution. He directs the Voices of American Law project, creating documentaries through interviews with key stakeholders in landmark Supreme Court cases, focusing on constitutional values like the First Amendment and privacy rights. Publications include extensive work on medical malpractice, attorney dynamics, mediation, and arbitration. His 2008 empirical study on attorney experience and case outcomes and the 2007 analysis of court-ordered mediation are notable. He has also explored constitutional law in Virginia v. Barry Black (2008) and edited symposia on mandatory arbitration (2004). Professional Activities include advisory roles with the North Carolina State Bar Ethics Committee and the North Carolina Supreme Court's Dispute Resolution Committee. His research has been funded by the Robert Wood Johnson Foundation, particularly for studies on court-ordered mediation in medical malpractice cases.

Justin A. SitronView profile

Associate Professor

• Sexological Worldview
• Sexual Diversity
• Intercultural Sensitivity
• +5 more

Justin A. Sitron is an Associate Professor and Associate Dean at Widener University's College of Health and Human Services, specializing in Human Sexuality Studies. He holds a PhD in Human Sexuality (2008) from Widener, along with degrees in Education and Spanish from Villanova University. PhD, Human Sexuality (2008), Widener University BS, Education (2000), Villanova University BA, Spanish Language and Literature (1999), Villanova University As an educator, sexologist, and interculturalist, Sitron focuses on developing culturally sensitive curricula and training frameworks for sexuality education. His seminal work on the sexological worldview —a construct measuring professionals' cultural sensitivity to sexual diversity—has been published in leading journals. He integrates the Developmental Model of Intercultural Sensitivity (DMIS) into sexuality education, creating transformative learning experiences for graduate students. His research spans the intersection of cultural competence and sexual health, particularly in marginalized communities. Recent articles emphasize harm reduction in education, attitude measurement tools, and the evolution of sexological worldview frameworks. Sitron's work has been cited globally, influencing HIV education initiatives and LGBTQ+ inclusive practices. Outstanding Dissertation Award , Center for Education, Widener University (2008) Sitron is actively involved in professional organizations like AASECT and SSSS, serving as President of the latter since 2023. He advocates for critical thinking in graduate education and has been featured in Yahoo! Life , The Daily Item , and USA Today discussing topics such as asexuality, anal sex, and Pennsylvania sex education policies.

Beth C. RubinView profile

Professor

• civic learning
• historical memory
• citizenship and belonging
• +5 more

Beth C. Rubin serves as Professor of Education and Professor of Social Studies Education in the Department of Arts and Humanities at Teachers College, Columbia University. Her work centers on youth civic identity formation within contexts marked by historical and contemporary inequalities, with particular focus on post-conflict societies like Guatemala. As Principal Investigator of the Civically Engaged Districts Project, she bridges research and practice through curriculum design and pedagogical innovation. Her educational background includes a Ph.D. in Social and Cultural Studies in Education from the University of California, Berkeley (2001), an M.A.T. in Social Studies Education from Brown University (1992), and a B.A. in Government and Third World Studies from Oberlin College (1989). Rubin's research explores critical intersections of civic learning, historical memory, and citizenship formation, emphasizing ethnographic approaches to understanding how young people navigate belonging in unequal societies. Her scholarship advocates for 'critically relevant civics' that centers youth voice and addresses structural inequities through social design research methodologies. Analysis of her 15 most recent publications reveals consistent focus on post-conflict civic education (particularly Guatemala), youth participatory action research, and decolonizing social studies curricula. Her work increasingly examines how historical memory shapes contemporary citizenship education while addressing urban civic opportunity gaps through teacher education reform. Selected Honors: Fulbright Scholar Award National Academy of Education/Spencer Postdoctoral Fellowship Big Ten Academic Alliance Department Executive Officers Program Fellow Mary Hepburn Lectureship in Social Studies Education Rubin leads multiple funded initiatives including the Civically Engaged Districts Project (Maher Charitable Foundation), Spencer Foundation grants on socially transformative design, and international collaborations with Universidad del Valle, Guatemala. Her service includes co-directing Rutgers GSE's Urban Teaching Fellows Program and advising on the Excellence and Equity in Remote Learning Series. Through the Civically Engaged Districts Project and partnerships with New Brunswick and Edison school districts, Rubin develops practical frameworks for integrating youth civic voice into district-level decision making, creating models for sustainable democratic engagement in education systems.

• Movement Disorders
• Medical Education
• Parkinson's Disease
• +3 more

Sara Schaefer, MD, MHS, FAAN is an Associate Professor of Neurology at Yale School of Medicine, where she serves as Program Director for the Movement Disorders Fellowship and Adult Neurology Residency Program Director. She specializes in treating patients with movement disorders including Parkinson's disease, tremors, chorea, dystonia, and Huntington's disease, and evaluates patients for deep brain stimulation surgery. Dr. Schaefer is also deeply involved in medical education innovation, having designed interactive video-based curricula used worldwide. Dr. Schaefer's educational background includes: ScB from Brown University (2007) MD from The Ohio State University College of Medicine (2012) Internship in Medicine at Yale-New Haven Hospital (2013) Residency in Neurology at Yale-New Haven Hospital (2016) Chief Residency in Neurology at Yale-New Haven Hospital (2016) MHS with focus on medical education from Yale University (2019) Dr. Schaefer's primary research interests center on movement disorders and medical education. She has a particular focus on developing innovative educational tools for neurology training, including video-based curricula and podcasts. Her work aims to improve how movement disorders are taught to medical students, residents, and practicing physicians, with the goal of reducing diagnostic delays and improving patient care. She has designed an interactive, video-based online training curriculum in movement disorders that is used by learners worldwide and co-founded the MDS podcast. She also founded The Grey Matter Project, a virtual high school neuroscience club engaging students globally. Dr. Schaefer's scholarly work demonstrates a clear trajectory from clinical research in movement disorders toward an increasing focus on medical education innovation. While her early publications addressed specific movement disorder conditions and treatments, her more recent work centers on educational methodology, curriculum development, and assessment in neurology training. Her research bridges clinical neurology with educational science, creating practical tools that have been implemented across multiple institutions. Dr. Schaefer has received numerous honors and awards for her work: Fellowship Director of the Year from American Academy of Neurology (2025) Burton A. Sandok Visiting Professor of Neurologic Education from Mayo Clinic Department of Neurology (2024) Attending of the Year from Yale Department of Neurology (2023) Education Innovation Poster Award at Yale Medical Education Day (2018) Creative Expression of Human Values in Neurology award from American Academy of Neurology (2016) Alpha Omega Alpha Honor Medical Society (2012) Gold Humanism Honor Society (2012) As an educator and program director, Dr. Schaefer has mentored numerous neurology residents and fellows. She serves as co-founder and deputy editor of the MDS podcast, launched in January 2019, and founder and producer of the Neurology Nuts and Bolts: Constructing your Career podcast, launched in February 2022. She is the Movement Disorders Section Head of the Annual Academy of Neurology Resident In-Service Training Examination (RITE) Committee and CME editor for the Movement Disorders Journal. Her educational initiatives have received institutional support through Yale's educational infrastructure, though specific grant funding isn't detailed in the provided text. Dr. Schaefer founded The Grey Matter Project, a virtual high school neuroscience club that engages students worldwide with lectures, career panels, and projects related to neurology. She is also actively involved with the Movement Disorders Society Education Committee and has contributed to developing educational resources through this professional organization.

María Noriega-SánchezView profile

Professor

• Language learning and teaching
• The role of translation in language teaching
• Curriculum design
• +6 more

Prof María Noriega-Sánchez is Professor of Spanish and Translation Studies at the University of Cambridge, Faculty of Modern and Medieval Languages and Linguistics, and a Fellow and Director of Studies in Modern and Medieval Languages at Sidney Sussex College. She has been teaching at Cambridge since 2008, specializing in Spanish language instruction from ab initio to advanced levels, translation studies, and contemporary Hispanic culture. Her research centers on innovative approaches to language pedagogy, particularly the role of translation as the 'fifth skill' in language acquisition. Prof Noriega-Sánchez has pioneered methods that integrate translation into language learning processes, challenging traditional approaches that often exclude translation from foreign language teaching. Her work explores how new technologies can enhance collaborative learning environments and develop effective language teaching materials. Prof Noriega-Sánchez's scholarly output reveals significant trends in translation pedagogy and multimodal communication. Her publications demonstrate a consistent exploration of how translation functions as both a teaching methodology and cognitive process in language acquisition. She has been instrumental in establishing translation as an essential component of language learning, bridging theoretical insights with practical classroom applications. Highly Commended in the Innovative Teaching category of the Cambridge SU Student-Led Teaching Awards (May 2023) As Director of Studies at Sidney Sussex College since 2009 and former Undergraduate Tutor (2015-2020), Prof Noriega-Sánchez has guided numerous students through their academic journeys. She has developed innovative Spanish language curricula at Cambridge, created interactive teaching materials for the Open University, and contributed to the 'Spanish at Your Fingertips' project developed by the University of Cambridge Language Centre in partnership with BBC Worldwide. Prof Noriega-Sánchez co-founded the Cambridge Conversations in Translation research group at CRASSH (2015-2018) and serves as Co-Convener of the Cambridge Translation Studies Network. Her collaborative work with Ángeles Carreres and other scholars has significantly influenced translation pedagogy both nationally and internationally, establishing her as a leading voice in the field of language education and translation studies.