Find Academic Supervisors

Soile VeijolaView profile

Professor

• Cultural Studies of Tourism
• Gender Studies
• Embodiment
• +5 more

Soile Veijola is a Professor of Cultural Studies of Tourism at the University of Lapland's Faculty of Social Sciences. She holds a PhD in Sociology from the University of Helsinki and has over forty years of academic engagement in tourism studies, gender research, and sustainable development. Her research focuses on ethical tourism practices, multispecies coexistence, and responsible planning in cultural/natural environments. Veijola has held roles including Senior Scientist at the Research Council of Finland (2006-2007) and Researcher positions at Universities of Helsinki and Jyväskylä. She leads projects like 'MAMOMI: Multidisciplinary Measurements of Sustainable Tourism Growth' (2019-2020) and co-edits the anthology Matkailunkestävä Suomi? (2023). Her work integrates modal semiotics, narrative analysis, and slow methodologies to address tourism's impacts on gendered subjectivities, ecological systems, and socio-cultural values. Recent publications include blog posts on sustainable practices and keynote addresses on post-anthropocentric tourism futures. Veijola collaborates internationally, emphasizing interdisciplinary approaches to ethical tourism knowledge production. Education: PhD in Sociology, University of Helsinki (1990s) Key Projects: 9 funded projects since 2001, including EU/FP7 initiatives Public Engagement: Over 80 media contributions since 2018 Veijola's current research explores 'Slow Methods' for co-written nonfiction and ethical epistemologies in tourism studies. She actively participates in global academic networks and policy dialogues.

• Printmaking
• Lithography
• Art Education
• +3 more

Prof. Paweł Frąckiewicz is a Professor at the Academy of Art and Design in Wrocław (ASP Wrocław), serving as Chairperson of the Election Committee of the Faculty of Graphics and Media Art (2020-2024). He holds a position in the Department of Printmaking, specifically in the Studio of Lithography and Printmaking Promotion. His academic career includes teaching courses such as Printmaking and Fundamentals of Printmaking. Education: Graduated from the State Higher School of Visual Arts in Wrocław (now ASP Wrocław) in 1982. His artistic philosophy focuses on nature-inspired imagery, emphasizing individualized approaches to each creative situation. He avoids traditional synthesis/analysis methods, favoring variant-based processes that condense matter into 'boiling' states. Contours serve as sketches, with each work acting as a study for future pieces. Research Interests : Lithography techniques, printmaking innovation, contemporary art expression, material studies, and the intersection of nature and artistic form. Awards: Notable recognitions include the 2019/2020 Honorary Distinction in LITHO-Kielce, a 2005 Mayor of Pilsen Award, and a 1989-1990 U.S. State Department Scholarship at the Tamarind Institute. Exhibitions and Conferences: Active in international exhibitions (e.g., individual shows in Wrocław, Nuremberg, and collective shows in China, Korea, India, and Portugal) and conferences (e.g., Impact 5 in Tallinn, Tidaholm Lithographic Symposium).

Hayley BermanView profile

Teaching Professor

• Art Therapy
• Psychosocial Studies
• Psychoanalytic Theory
• +3 more

Hayley Berman is a Teaching Professor and Programme Leader for the MA in Art Therapy at the University of Hertfordshire's School of Creative Arts. She holds a PhD in Psychosocial Studies from the University of the West of England (2012). Her work integrates art psychotherapy with social entrepreneurship, focusing on psychosocial change, trauma recovery, and social justice. She founded Lefika La Phodiso, a nonprofit addressing mental health disparities in South Africa, training over 200 Community Art Counsellors. Her research explores embodied methodologies, including social dreaming matrices and group art psychotherapy. Her research interests span applied psychoanalytic frameworks, relational dynamics in art therapy, and materiality in artistic practice. Collaborative projects include work with governmental and NPO entities in South Africa and the UK. She has exhibited artwork in venues like the Johannesburg Art Gallery and published through Lefika Publications. Recent projects include partnerships on child health in Stevenage and medical humanities training for empathy in healthcare. Her work bridges clinical practice, community development, and educational innovation.

David O'ReillyView profile

Lecturer

• Metaphoric Competence in First and Second Languages
• Vocabulary Knowledge
• Language Play/Creativity
• +4 more

Dr. David O'Reilly is a Lecturer in Education (Research and Teaching) at the University of York's Department of Education since 2022. Previously, he held roles as Lecturer (2021–2022) and Associate Lecturer (2017–2021). His academic journey includes a PhD in Applied Linguistics from the University of York (2013–2017), an MA in Applied Linguistics (2012–2013), and a BA in English Language and Literature from the University of Manchester (2003–2006). His research focuses on metaphoric competence in first and second languages, language play/creativity, test design, and quantitative methods. He leads projects like OASIS (Open Accessible Summaries in Language Studies) and contributed to the IRIS repository for second language research materials. He is a Fellow of the Higher Education Academy and holds editorial roles, including Review Editor at Metaphor and the Social World . Key Projects: OASIS (ESRC/British Academy funded), IRIS Repository Awards: RaAM Early Career Research Paper Prize (2021), Vice-Chancellor’s Teaching Award (2021) Professional Roles: Secretary of RaAM (2020–2022), Member of RaAM Executive Committee (2014–2020) Dr. O'Reilly teaches undergraduate and postgraduate modules in educational research methods, language assessment, and applied linguistics. He actively promotes open research practices and digital literacy in academia.

• Climate Change
• Global Environmental Change
• Sustainability Transformations
• +7 more

Karen O'Brien is a Professor in the Department of Sociology and Human Geography at the University of Oslo, where she has been a full-time faculty member since 2005. She is internationally recognized for her work on the human and social dimensions of global environmental change, with a focus on climate change, adaptation, and transformative pathways to sustainability. She currently serves as co-chair of the IPBES transformative change assessment and has contributed to major scientific assessments including the IPCC Fifth Assessment Report. Her educational background includes a BA in International Relations from the College of William and Mary (1985), an MS in Environmental Studies from the University of Wisconsin-Madison (1990), and a PhD in Geography from Pennsylvania State University (1995). She completed a postdoc at the North American Commission for Environmental Cooperation in 1996 and was a Senior Research Fellow at CICERO from 1997 to 2005. Karen O'Brien's research centers on integrative and transdisciplinary approaches to sustainability, emphasizing the role of beliefs, values, and worldviews in driving social and systems change. She is a leading proponent of quantum social science as a framework for understanding and scaling transformative change. Her recent scholarly output explores youth activism, climate education, and the philosophical underpinnings of transformation in the Anthropocene. Her publications reveal a strong thematic focus on transformation, adaptation, and the intersection of climate change with social theory. Articles consistently engage with interdisciplinary frameworks, action research, and innovative methodologies such as SenseMaker, reflecting her commitment to bridging science, policy, and societal action. BBVA Foundation's Frontiers of Knowledge Award for Climate Change (2021) Member of Academia Europaea (2022) University of Oslo Student Parliament's Teaching Award (2015) Burtoni Prize for Adaptation Research (2011) AAG Meridian Book Award (2008) Shared in the 2007 Nobel Peace Prize as part of the IPCC Karen O'Brien has supervised numerous PhD and Master’s students, though specific names are not listed in the provided text. She has led significant research projects such as the AdaptationCONNECTS project and co-founded cCHANGE, an organization dedicated to sustainability transformations. Her advisory roles include membership on the Science Committees of Future Earth and Our Common Future in a Changing Climate, as well as leadership in the transition to global sustainability research initiatives. She has no reported grants listed, but her involvement in large-scale international assessments implies substantial funding support. She is affiliated with key research platforms including the Department of Sociology and Human Geography at the University of Oslo, where she has served on the Board, and the Research Center for Socially Inclusive Energy Transition (Include). Her work is deeply collaborative, involving networks such as IPBES, IPCC, and Future Earth, and she frequently publishes with interdisciplinary teams across Europe and North America.

• Autofiction
• Life Writing
• Cultural Memory
• +12 more

Hywel Dix is Professor in English at Bournemouth University, Faculty of Media and Communication, where he teaches across undergraduate and postgraduate programmes including BA English, BA Communication and Media, MA Creative Writing, and supervises doctoral research in English, Creative Writing, and History. He plays a significant leadership role in academic quality assurance as a leading member of the Quality Assurance and Enhancement Group (QAEG), chairing programme reviews across all faculties. He is also the Faculty Lead for TeachBU, supporting staff in achieving Fellowship of AdvanceHE. PhD in English, University of Glamorgan, 2006 MA in Literatures of Conflict, University of York, 2003 BA (Hons) in English, University of Cambridge, 2001 Hywel Dix’s research centers on autofiction, life writing, cultural memory, and the intersection of literature with social and political change . He is a leading international scholar in autofiction, particularly through his edited collection Autofiction in English (2018) and monograph The Late-Career Novelist (2017), which applies Career Construction Theory to literary careers. His recent work explores cultural identity in post-Brexit Britain, as seen in Compatriots or Competitors? (2022) and Autofiction and Cultural Memory (2023). He also investigates the therapeutic potential of creative writing for mental wellbeing. His recent publications (2020–2025) show a strong focus on autofiction, cultural memory, national identity, and narrative theory , with increasing interdisciplinary reach into psychology, education, and political discourse. Articles and books examine Welsh, Scottish, and Northern Irish writing in the context of Brexit, trauma and colonial memory, and the role of narrative in personal and professional development. Raymond Williams Research Fellowship (University of Glamorgan, 2003) Grant from Scientific and Technological Research Council of Türkiye (TUBITAK), 2025 (on Salman Rushdie’s memoirs) Hywel Dix has supervised numerous PhD students and is actively involved in staff development through Action Learning sets and TeachBU. He has secured competitive research grants and leads public engagement projects such as Write Your Future Self and Telling (My) Stories , which explore narrative and wellbeing. His work bridges academic research, pedagogical innovation, and community outreach. He is affiliated with the Centre for Journalism, Culture and Community at Bournemouth University and is a member of professional associations including MeCCSA, the Association for Welsh Writing in English, and the American Comparative Literature Association. He regularly delivers invited lectures and keynotes internationally, including at Goldsmiths, University of London, Bard College Berlin, and UNICAMP, Brazil.

Max SchleserView profile

Associate Professor

• Immersive Media
• Cinematic VR
• Interactive Filmmaking
• +12 more

Max Schleser is Associate Professor in Film and Television at Swinburne University of Technology, where he also conducts research with the Centre for Transformative Media Technologies (CTMT). He is an Adobe Creative Educator Innovator, Founder of the Mobile Innovation Network & Association (MINA), and Screening Director of the International Mobile Innovation Screening & Festival. His work spans academic, artistic, and community domains, with a focus on innovative screen practices. Max holds a PhD in Creative Arts from the University of Westminster, an MA in Art and Media Practice with Distinction, and a BA Hons. His research centers on immersive media, documentary film, and creative arts 4.0, particularly cinematic VR and interactive filmmaking. He investigates screen production, emerging media, and smartphone filmmaking as tools for community engagement, creative transformation, and transmedia storytelling. His recent publications reveal a strong trend toward integrating Generative AI into documentary and city film genres, exploring the 'AI eye' and computational non-fiction. He also investigates novel immersive production methods in VR, HyFlex pedagogies in film education, and collaborative mobile storytelling through workshops. His work consistently bridges creative practice with theoretical inquiry. Best Cinematography, International Cell Phone Cinema - Cannes (2025) Best Mobile Film, Nitiin International Film Festival (2024) Dean's Award for Teaching and Research, Swinburne University (2023) International Visiting Research Scholar, Auckland University of Technology (2024) Early Career Award - Research, Massey University (2012) Max leads multiple research grants focused on health storytelling, intergenerational connection, AI in screen industries, and sustainability education. He supervises creative projects and has conducted digital storytelling workshops for cultural institutes and government bodies worldwide. As founder of MINA and director of major festivals, he leads international networks in mobile media innovation. He also serves on the editorial board of the Media Practice and Education journal and has co-edited several key volumes on mobile media and storytelling.

Melanie SwalwellView profile

Professor

• Digital Media Heritage
• Digital Preservation
• Videogame History
• +10 more

Professor Melanie Swalwell is a leading scholar in digital media heritage at Swinburne University of Technology, affiliated with the School of Social Sciences, Media, Film and Education. She leads the Digital Heritage Lab and is Principal Investigator on multiple Australian Research Council (ARC) projects focused on preserving digital games and media art. Her work bridges academia, cultural institutions (such as ACMI and RMIT), and the public through exhibitions, policy reports, and media engagement. Her research interests include digital preservation, media archaeology, videogame history, and the cultural significance of obsolete computing technologies. She explores how complex digital artifacts—like 1980s and 1990s Australian videogames and interactive media artworks—can be conserved, accessed, and studied using emulation and digital infrastructure. Her work emphasizes community, national identity, and vernacular digital practices. Her recent publications reflect a strong trajectory in digital heritage, focusing on emulation (EaaSi), archival methodologies, and the cultural history of home computing. Themes include the democratization of digital creation, the fragility of born-digital works, and collaborative preservation across GLAM sectors. She has published with MIT Press, Palgrave, and Routledge, and her book Homebrew Gaming and the Beginnings of Vernacular Digitality is a foundational text in the field. ARC Future Fellow (2014–2018) Lead on multiple ARC Linkage and LIEF projects including 'Play It Again' and 'Archiving Australian Media Arts' Chair of SIGCIS (Special Interest Group for Computers, Information and Society) She supervises doctoral and master’s students in areas such as media art conservation, hardware hacking, and cross-cultural computing history. Her grants involve partnerships with national institutions to build emulation infrastructure and train heritage professionals. She also manages the Digital Heritage Lab, which houses vintage computing systems for research and preservation.

Christopher HlasView profile

Professor

• Mathematics Education
• Teaching through Problem Solving
• Student Motivation in Mathematics
• +7 more

Dr. Christopher S. Hlas is a Professor of Mathematics Education at the University of Wisconsin-Eau Claire within the College of Arts and Sciences Department of Mathematics. With a doctorate from the University of Iowa, he specializes in mathematics pedagogy, technology integration, and cross-disciplinary connections between math and foreign languages. Ph.D. in Mathematics Education (University of Iowa, 2005) B.S. in Mathematics and Computer Science (University of Iowa, 2001) His research focuses on teaching through problem solving , student motivation , and technology-enhanced mathematics instruction . He has developed innovative formative assessment probes and conducted extensive studies on homework design, flow theory, and creativity in K-12 education through grants like the ESEA Title II Mathematics and Science Partnerships. His work spans curriculum development, professional development for teachers, and mathematical modeling. Recent publications highlight his exploration of creativity assessment in language education and the application of game mechanics to classroom engagement. He serves as an AP Calculus Reader and Table Leader, while maintaining active roles in the Wisconsin Mathematics Council and National Council of Teachers of Mathematics. Bilingual education initiatives GeoGebra integration in geometry instruction Formative assessment frameworks Game-based learning strategies Scientific Awards CARE Award (2015) ACTFL Research Priority Grant (2010) Multiple teaching scholarships UWEC student-nominated award (2007) Outstanding teaching assistant recognition (2004) Mentoring over a dozen student research projects and securing more than $4 million in federal and state grant funding, Dr. Hlas has supervised numerous collaborative research initiatives. He maintains open-source educational tools like interactive Pascal's Triangle and rational functions resources at math.hlasnet.com while serving on multiple university committees and grant review panels.

• Social Psychology
• Social Identity
• Group Processes
• +18 more

Professor Mark Levine is a leading figure in social psychology at Lancaster University , affiliated with the Department of Psychology and multiple interdisciplinary research centers including Security Lancaster (Behavioural Science) , Cyber Security Research Centre (Psychology) , Data Science Institute , and Social Processes . His research lies at the intersection of psychology and technology, focusing on social identity, group dynamics, and prosocial behavior in public and digital environments. His research interests include bystander intervention, violence prevention, urban resilience, cybersecurity, emergency response, public safety, and the role of technology in shaping human behavior. He employs diverse methodologies such as virtual reality, CCTV analysis, smartphone data collection, and computational text analysis. His work is highly applied, informing policy and practice in policing, emergency services, and community safety. The trends in his recent publications reflect a strong interdisciplinary focus, combining social psychology with computer science, criminology, and urban studies. His articles frequently analyze real-world behavioral data from public spaces and digital environments, emphasizing the protective role of group identity in emergencies and the feasibility of technological interventions for societal challenges. Scientific grants and projects he has led include: REASON: Resilient Autonomous Socio-cyber-physical agents (£3.3M, EPSRC) RBOC Network+: Urban resilience in 2050 (£2.25M, EPSRC) Challenging the Bystander Effect via Documentary Film (A$356K, ARC) STRETCH: Technology-enhanced support for older adults (£1.3M, EPSRC) “Being There”: Humans and Robots in Public Space (£2.4M, EPSRC) Advising and grants : He supervises 7 postgraduate research students and has secured over £15 million in research funding from EPSRC, ESRC, DSTL, NCSC, Home Office, and international bodies. He advises government departments, police forces, and city councils on public safety and prosocial behavior. His collaborative work extends to creative industries and third-sector organizations like AGE-UK Exeter. Research groups and collaborations : He is deeply embedded in interdisciplinary networks, contributing to projects involving computer scientists, roboticists, software engineers, and HCI researchers. His affiliations with Security Lancaster and the Data Science Institute reflect his central role in socio-technical research at Lancaster.

Rebecca RossView profile

Professor

• Graphic Design
• Communication Design
• Media Studies
• +5 more

Rebecca Ross is Programme Director of Graphic Communication Design at Central Saint Martins, University of the Arts London. She holds a PhD in History & Theory of Architecture and Urbanism from Harvard, an MSc from UCL, and an MFA from Yale. Her academic appointments include positions at Harvard, NYU, and Yale. Research interests span: Graphic/communication design and urban media Interaction of images/media/data with urban environments Addressing systems and location-based media Graphic design as knowledge practice Alternative academic publishing formats Publications focus on urban media, spatial representation, and design research methodologies, with recurring themes of public engagement, digital mediation of urban experience, and critical analysis of technology corporations. Awards include: Honorary Senior Research Associate at UCL (2016-2019, 2024-2027) Supervision includes 5+ PhD students researching urban communication, spatial bureaucracy, and design practices. Developed the MA 'Communicating Complexity' program. Professional activities include grant assessment for AHRC and promotion reviews for international institutions. Co-founded Urban Pamphleteer publication with UCL Urban Lab and created the public installation London is Changing .

Catherine BovillView profile

Professor

• Co-created Curriculum
• Student-Staff Partnership
• Higher Education Pedagogy
• +3 more

Catherine Bovill serves as Personal Chair of Student Engagement in Higher Education at the University of Edinburgh's Institute for Academic Development (IAD). As a member of the Learning and Teaching Team, she leads the Programme Design and Teaching Enhancement Team, which provides comprehensive support for designing programs and courses, enhancing teaching approaches, and administering the Principal's Teaching Award Scheme. Professor Bovill actively contributes to the University's strategic educational initiatives as a member of the Learning and Teaching Strategy Implementation sub-stream, Senate Quality Assurance Committee, Student Lifecycle Management Group, and Bristol Case Working Group. Her leadership extends to organizing the University's annual Learning and Teaching Conference and managing the influential Teaching Matters blog. Professor Bovill's research program centers on co-created curriculum and student-staff partnership in learning and teaching, establishing her as a globally recognized authority with nearly 100 keynote presentations across 15 countries. Her scholarship examines how students and staff can collaboratively design curriculum, assessment, and teaching approaches to create more democratic, inclusive, and effective educational experiences. She has developed influential frameworks for understanding different types and levels of co-creation in higher education settings, with particular attention to power dynamics, identity, and equity considerations within partnership models. Her work bridges theoretical foundations with practical implementation strategies, making significant contributions to transformative educational practices. Analysis of Professor Bovill's recent publications reveals an evolving research trajectory with increasing focus on practical applications of student-staff partnership, particularly in assessment design and implementation. Her scholarship consistently demonstrates attention to identity, power dynamics, and equity considerations within partnership frameworks. The pandemic period expanded her research into online and hybrid learning environments, examining how co-creation principles can be maintained during remote education. Her work increasingly addresses intersectional aspects of partnership, recognizing diverse student experiences and backgrounds, while maintaining her signature emphasis on practical tools and frameworks that educators can implement in their teaching contexts. National Teaching Fellow Principal Fellow of the Higher Education Academy Fellow of the Staff and Educational Development Association Member of the Society for Research in Higher Education Member of UK National Teaching Excellence Awards Panel Visiting Fellow at the University of Bergen, Norway Professor Bovill plays a significant role in academic development through her teaching on the PGCAP programme and mentoring staff undertaking the Edinburgh Teaching Award, the University's CPD framework for Advance HE recognition. She assesses colleagues seeking Advance HE recognition as part of this scheme, directly influencing teaching excellence across the institution. Her strategic leadership in educational development extends to supporting implementation of the University's Learning and Teaching Strategy and enabling colleagues to develop and enhance their teaching practice and expertise through various workshops and networks. Within the Institute for Academic Development, Professor Bovill leads the Programme Design and Teaching Enhancement Team, which serves as a central hub for educational innovation at the University of Edinburgh. This team not only provides direct support to academic staff but also organizes major institutional initiatives like the annual Learning and Teaching Conference. Her work connects with broader educational communities through her editorial roles, including previously serving as Associate Editor (Europe) of the International Journal for Academic Development and currently as a Review Board member for Higher Education.

Janet F. WerkerView profile

Professor

• Developmental Psychology
• Language Acquisition
• Speech Perception
• +7 more

Dr. Janet F. Werker is a University Killam Professor and Canada Research Chair at the University of British Columbia , affiliated with the Faculty of Arts and Department of Psychology . She directs the Infant Studies Centre and co-founded the UBC Language Sciences initiative. Her research focuses on perceptual foundations of language acquisition , studying speech perception mechanisms in monolingual and bilingual infants, critical periods of development, and neural correlates using behavioral, ERP, and NIRS methods. Recent work extends to literacy development in multicultural contexts through an SSHRC Partnership Grant. Key themes in 15 most recent articles: Infant brain development, statistical learning, speech perception, bilingualism, musical sophistication, microbiome-brain links, sensorimotor integration, voice recognition, and cross-linguistic generalization. Studies employ EEG, NIRS, and behavioral paradigms to explore early language, social understanding, and neurodevelopmental pathways. Scientific accolades include election to the National Academy of Sciences (2020) , Benjamin Franklin Institute Medal (2024) , and multiple fellowships (AAAS, Royal Society of Canada). Her work is funded by NSERC, SSHRC, NIH, and CIFAR. Dr. Werker supervises graduate students and leads international collaborations examining language acquisition, bilingualism, and developmental disabilities. She is actively involved in pandemic-era research adaptations, emphasizing online methodologies.

• Behavior Genetics
• Family and Twin Studies
• Causal Modeling
• +7 more

Miriam A. Mosing, PhD, is currently the Head of the Behavior Genetics unit at the Max Planck Institute for Empirical Aesthetics in Frankfurt am Main, Germany, a position she has held since August 2021. She also serves as an Associate Professor at the Department of Medical Epidemiology and Biostatistics and the Neuroscience Department at the Karolinska Institutet in Stockholm, Sweden, and holds a Develop Research Momentum (DRM) Senior Research Fellowship at the Melbourne School of Psychological Sciences, University of Melbourne, Australia. Dr. Mosing's primary research focuses on behavior genetics, specifically examining how genetic and environmental factors interact to influence individual differences in quality of life throughout the lifespan and expertise acquisition. Her work frequently uses musical expertise as a model domain to study these interactions. She investigates the complex relationships between cultural engagement (particularly musical and creative activities), mental health, social isolation, loneliness, stress, flow experiences, and overall well-being. Her research employs advanced methodologies including twin studies, causal modeling, and genome-wide association studies to disentangle the relative contributions of genetic and environmental factors. Her publication record demonstrates consistent contributions to understanding the genetic architecture of human behavior, with recent work examining dancer personalities, musical ability, cognitive aging, mental health outcomes, and gene-environment interactions in expertise development. Her research has significant implications for identifying causal pathways that could inform interventions to improve quality of life and mental health outcomes. Develop Research Momentum (DRM) Fellowship from the University of Melbourne (2020-2025) Marcus och Amalia Wallenbergs Foundation grant for 'Healthy learning' research (2018-2022) National Institute of Aging research project grant (2018-2022) Multiple Karolinska Institutet Fellowships for research on gene-environment interplay Dr. Mosing leads a research program that integrates large-scale twin studies with advanced genetic methodologies to understand the complex pathways through which genetic predispositions and environmental exposures jointly shape human development, health, and expertise. Her Behavior Genetics unit at the Max Planck Institute serves as a hub for international collaboration on these questions, working with twin registries and research groups across multiple countries.

Bettina KrausView profile

Professor

• Architectural Design
• Transformation of Existing Structures
• Building in Existing Contexts
• +6 more

Professor Bettina Kraus is a prominent architect and academic currently serving as Professor of Design in the Department of Architecture at the State Academy of Fine Arts Stuttgart, where she also chairs the Department of Architecture and serves as a Member of the Senate. Her academic career spans multiple prestigious institutions including TU Berlin, BTU Cottbus, and UdK Berlin, alongside an active architectural practice in Berlin. Her research and teaching focus on the elasticity of existing structures and their potential to adapt to changing programmatic or climatic conditions. Kraus explores how the morphology of architectural types and objects is influenced by context, function, and construction. Her methodology involves transformation strategies based on associative thinking and constructive action, integrating existing and new structures while questioning traditional notions of beauty and perfection. This approach allows her to reinterpret existing structures for contemporary and future requirements while reflecting local cultural identity. Kraus's architectural work demonstrates a consistent focus on transformation, adaptive reuse, and the integration of historical and contemporary elements. Her recent projects include residential buildings in Berlin (Lindenstraße 34-35, Brunnenstraße 19), cultural spaces, and urban interventions that have received numerous awards including the Berlin Architecture Prize (2023) and the Iconic Architecture Award (2019). Berlin Architecture Prize, Award 2023 (Lindenstraße 34.5) Berlin Architecture Prize, Prize 2023 (Malplaquetstraße 19) Iconic Architecture Award, Winner 2019 (Spreestudios) German Design Award 2014 (Medienhaus Schwäbischer Verlag) Architecture Prize Amsterdam, Prize 2010 (4 Towers Osdorp) As an educator, Professor Kraus has mentored numerous award-winning students including Theresa Weigand (ABK Stuttgart), Tom Seeger, and Ralf Hinrichs. Her academic research centers on two key parameters: Program and Typology (examining the Nolli Plan as a typological archive), and Difference and Interface (exploring material properties and surface experiments). Her work has been published extensively in architectural journals and as book chapters, with her most recent publication 'False Friends' currently in progress. Professor Kraus maintains an active architectural practice (Kraus Fischnaller Architects Partnership) in Berlin while contributing to the Board of the Berlin Architecture Prize since 2025.