Find Academic Supervisors

Robert Nowak holds dual distinguished professorships as the Keith and Jane Morgan Nosbusch Professor in Electrical and Computer Engineering and the Grace Wahba Professor of Data Science at the University of Wisconsin–Madison. Based at the Discovery Building (330 N Orchard Street), he leads interdisciplinary research at the Wisconsin Institute for Discovery, bridging engineering with data science applications. His academic foundation includes: BS, MS, and PhD from the University of Wisconsin–Madison Post-doctoral Fellowship at Rice University Nowak's research program spans artificial intelligence, machine learning, and optimization with dual emphases on AI-driven health applications and systems optimization. His work integrates theoretical rigor with practical implementations, particularly in large language model fine-tuning, active learning frameworks, and neural network theory. Recent publications demonstrate strong focus on improving model efficiency, humor comprehension in AI systems, and theoretical bounds for retrieval-augmented generation. Analysis of his 15 most recent publications reveals dominant trends in large language model advancement (particularly humor understanding and task diversity), theoretical neural network analysis (including sparse architectures and multi-task learning), and novel active learning methodologies for open-world scenarios. His work consistently bridges theoretical machine learning with real-world applications in health and recommendation systems. While specific named awards aren't documented in the source material, his appointment to two endowed chairs (Nosbusch and Wahba professorships) represents exceptional institutional recognition of his scholarly impact. Nowak advises graduate students in the Electrical and Computer Engineering department and secures significant research funding, including NSF grants such as CIF: Small: Advanced Understanding and Applications of Deep Learning. His group operates within the collaborative ecosystem of the Wisconsin Institute for Discovery, fostering cross-disciplinary projects that integrate AI with health sciences and engineering systems. Current projects indicate strong momentum in human-AI collaboration frameworks and optimization of language model training pipelines.

• Artificial Intelligence
• Machine Learning
• Data Science
• +3 more

Sheryl N. Hamilton is a Professor at Carleton University's School of Journalism and Communication and the Department of Law and Legal Studies . She earned her J.D. from the University of Saskatchewan (1988), M.A. in Communication from Carleton University (1995), and Ph.D. in Communication Studies from Concordia University (2000). Her research explores pandemic culture , sensory legal studies , and disease media , analyzing how bodily experiences, media representations, and regulatory frameworks intersect. Current projects examine genetic science, non-human personhood, and pandemic-era social norms through the lens of science fiction and interdisciplinary methodologies. She held the Canada Research Chair in Communication, Law and Governance (2003-2013) and is a Fellow of the Royal Society of Canada (2014). Her published work includes award-winning books like Becoming Biosubjects and Impersonations , focusing on communication theory, personhood, and cultural regulation. Teaching areas include: Communication and the Senses, Disease and Media, Bodies and Regulation, Intellectual Property, Science and Media, and Qualitative Methods. Scientific Awards : Canada Research Chair (2003-2013) Royal Society of Canada Fellow (2014) G.J. Robinson Book Prize (2012) Canadian Law and Society Association Best Book Prize (2010) Over her career, she has supervised 46 Master’s students , 8 Ph.D. students , and numerous postdoctoral fellows across topics including surveillance , privacy , gender and media , and law and emotions .

• Communication Studies
• Law and Humanities
• Pandemic Culture
• +9 more

Peter Hastie is a Wayne T. Smith Distinguished Professor in the School of Kinesiology at Auburn University. With over 224 peer-reviewed publications, he is recognized as the top physical education scientist in the United States and ranks fourth globally. His work focuses on innovative pedagogical approaches, particularly the Sport Education Model, and has been adopted internationally across diverse educational contexts. Expertise: Sport Education Model, physical education curriculum design, teacher development, and motor skill progression in children. Global Impact: Implemented educational frameworks in Saudi Arabia, Russia, Spain, Ireland, Portugal, and China, contributing to widespread curriculum adaptations and teacher training programs. Hastie’s research emphasizes student engagement, inclusive education, and interdisciplinary integration (e.g., combining mathematics with PE). He co-created Auburn’s ActiveU and ActiveMe online physical education resources, now adopted by institutions nationwide and in multiple languages. Awards & Recognition: 2024 Creative Research and Scholarship Award from Auburn University. Inducted into the National Academy of Kinesiology, reflecting his status as a leading scholar and practitioner. Hastie has delivered keynote speeches on six continents, advanced the understanding of skill development in children with disabilities, and contributed to policy discussions on health-related fitness education. His work bridges research and practice, influencing both academic discourse and real-world teaching methodologies.

• Physical Education
• Sport Pedagogy
• Teacher Education
• +3 more

Cecilia Åsberg is Professor at Linköping University (LiU) since 2005, leading the Theme Gender (TEMAG) department under Department of Theme (TEMA) . She founded the Posthumanities Hub in 2008 - a feminist research platform for interdisciplinary work across art, science, and technology. In 2013, she established The Seed Box , an international environmental humanities program. Current work includes developing ocean humanities through projects like Sea Mania. Professor at Linköping University (2005-present) Founder of Posthumanities Hub (2008) Founder of The Seed Box (2013) Developing ocean humanities and multispecies studies Her research focuses on posthumanist gender studies , environmental humanities , and AI ethics , particularly examining how technology, ecology, and embodiment intersect in contemporary society. She specializes in intersectional analysis of synthetic biology, digital citizenship, and environmental change. Recent publications address AI-generated imagery 's representational politics, multispecies storytelling , and blue humanities approaches to marine ecosystems. She collaborates with networks like the Eco- and Bioart Lab and Queer Death Studies Network . Key projects include: Sea Mania : Coastal culture and sustainable seafood practices Sociocultural implications of AI technology Checking in with Deep Time Clocks : Materializing intergenerational ethics Young Future Creators : Environmental communication for youth As a research leader, she mentors doctoral students and coordinates international collaborations across 28 institutions, funded by ERC , VR , and Formas grants.

• Posthumanist gender studies
• Environmental humanities
• Feminist posthumanities
• +9 more

Meghan Kelly is an assistant professor in the Department of Geography and the Environment at Syracuse University, where she works at the intersection of cartography, feminist theory, and digital storytelling. Previously a doctoral student and instructor at the University of Wisconsin-Madison, she has also taught at Durham University. Her academic career bridges rigorous scholarly research with professional mapmaking for major publications including the Chicago Tribune, Washington Post, Rolling Stone Magazine, and Science Magazine. Kelly's research centers on the role of power in spatial data, map design, and mapping processes, with particular focus on how alternative perspectives can expand conventional cartographic tools. Her recent work examines satellite data usage through a Black feminist lens, while earlier projects investigated Syrian refugee border crossings using feminist methodologies. She approaches cartography as both science and critical practice, consistently challenging traditional representations of space and power. Her publication history shows a clear trajectory from doctoral research on Syrian refugee experiences toward leadership in feminist geographical practice, with increasing emphasis on collaborative, community-engaged mapping approaches. Kelly's work demonstrates how cartography can serve as a tool for social justice when informed by critical theory and diverse perspectives. University-wide Teaching Fellow Award for classroom innovation (2018) Runner up in Map Book and Atlas Category (2015 WLIA) Student Dynamic Map Award Winner (Group) NACIS Runner-Up, David Woodward Award CaGIS Outstanding Thesis Award (2016) Kelly has developed innovative teaching materials across the cartography curriculum, from introductory GIS courses to advanced web cartography. Her teaching philosophy integrates feminist pedagogies with critical approaches to mapping, emphasizing both technical skills and ethical considerations in spatial representation. She has created comprehensive course materials for Geography 170 (Our Digital Globe), Geography 370 (Introduction to Cartography), and Geography 572 (Graphic Design in Cartography), with particular focus on bridging theory and practice in map design. Her collaborative projects, including the Eritrean Human Trafficking Project and Collectively Mapping Borders initiative, demonstrate her commitment to participatory approaches that center marginalized voices in cartographic production. These projects often involve community engagement and alternative visualization techniques to represent complex spatial experiences that conventional maps might overlook.

• Cartography
• Feminist Geography
• Critical GIS
• +6 more

Zsigmond Lucza (born 1978 in Budapest) is a Hungarian contemporary artist and university assistant professor at the Hungarian University of Fine Arts, Department of Visual Art since 2022. He holds a DLA (Doctor of Liberal Arts) degree from the University of Pécs Faculty of Arts (2011-2014) and has extensive international experience including studies at the University of Lapland in Finland (2012-2013). Lucza's educational background includes dual Master's degrees from the Hungarian University of Fine Arts (2002-2007) in both Painting and Visual Art Teacher programs, along with foundational training at the Buda Drawing School (2000-2002). His academic career includes teaching positions at Jelky András Applied Arts Vocational High School (2014-2018), Modell Fashion School (2008-2012), and Kolumbusz Humanities High School (2005-2007). Lucza's artistic practice spans contemporary painting, transmedia art, and mixed media works, with significant focus on digital integration in traditional art forms. His research interests center on transmedia tendencies in contemporary Hungarian painting, visual communication, and the evolving relationship between digital and physical art spaces. His work often explores identity, perception, and the integration of technology in artistic expression, creating pieces that bridge traditional painting techniques with contemporary digital aesthetics. His artistic output shows a consistent evolution from figurative works toward more experimental transmedia approaches, with recent projects focusing on environmental reflection, digital portraiture, and collaborative installations. Lucza's work demonstrates a sophisticated understanding of both traditional painting techniques and contemporary digital media, creating a distinctive visual language that addresses current artistic concerns while maintaining strong technical foundations. Lucza has received multiple awards including an Erasmus scholarship for study at the University of Lapland, a scholarship from the Budapest Gallery and Kunststiftung Baden-Württemberg, and first prizes in national competitions. His professional affiliations include membership in the Hungarian Artists' Association (MAOE) since 2007, the MAMŰ Society since 2015, and non-academic membership in the Hungarian Academy of Arts (MMA) since 2022. As an educator, Lucza has conducted numerous workshops internationally including the Experimental Drawing Course at the Latvian Academy of Arts and Transmedia Workshops at the University of Pécs. His curatorial work includes the 'Medium Summoners' exhibition at MAMŰ Gallery in Budapest (2017). Lucza maintains an active exhibition schedule with solo shows across Hungary, Finland, and Slovenia, alongside participation in numerous international artist colonies and collaborative projects.

• Contemporary Painting
• Transmedia Art
• Visual Communication
• +3 more

Patricia Akhimie is an Associate Professor of English at Rutgers University-Newark, Director of the Folger Institute at the Folger Shakespeare Library, and Director of the RaceB4Race Mentoring Network. She specializes in Shakespeare, Renaissance drama, and early modern women’s travel writing, with a focus on race, gender, and colonialism. Her research explores how literary works contributed to the formation of racial and social hierarchies in the early modern world. Education : Ph.D. in English from Columbia University (2011), M.F.A. in Creative Writing from the University of Michigan (2002), B.A. in English from Princeton University (2000). Additional certifications include Online Teaching (Rutgers, 2019), Effective College Instruction (ACE, 2017), and Feminist Scholarship (Columbia, 2006). Research Interests : Early Modern Critical Race Studies, Shakespearean drama, conduct literature, early modern travel narratives, gender studies, and colonialism. Her work bridges literary analysis with pedagogy and digital humanities, emphasizing the intersection of race, gender, and editing practices. Awards : Recipient of the Warren I. Susman Award for Excellence in Teaching (2021), Mellon-Funded Grant for RaceB4Race (2021–2024), and numerous fellowships from the National Endowment for the Humanities, Folger Shakespeare Library, and Ford Foundation. Teaching & Mentorship : Teaches courses like 'Shakespeare and Race' and 'Race in the Renaissance,' focusing on racial literacy in literature. She actively mentors early-career scholars through the RaceB4Race network and has developed innovative online curricula, earning awards for online teaching excellence. Publications : Author of Shakespeare and the Cultivation of Race (2018) and co-editor of The Oxford Handbook of Shakespeare and Race (2024). Currently editing Othello for the Arden Shakespeare series and working on Leaving Home: Early Modern Women’s Travel . Affiliations : Affiliated Faculty in Women's & Gender Studies and African American & African Studies at Rutgers Newark. Collaborates with institutions like the Folger Shakespeare Library and the Arizona Center for Medieval and Renaissance Studies.

• Early Modern Critical Race Studies
• Early Modern Literature
• Renaissance Drama
• +7 more

Yung-Hsiang Lu is a Professor of Electrical and Computer Engineering at Purdue University's Elmore Family School of Electrical and Computer Engineering. His research focuses on mobile/cloud computing, energy-efficient computing, and image/video processing. He holds a BSEE from National Taiwan University (1992), an MSEE (1996), and a PhD (2002) from Stanford University. Dr. Lu's academic background includes significant contributions to VLSI and circuit design, with primary emphasis on computer engineering. His work spans theoretical and applied domains, including optimizing neural networks for edge devices, securing deep learning models, and leveraging large language models for software development. Recent research trends in his articles emphasize energy efficiency in AI systems, interdisciplinary applications of transformers (e.g., music analysis), and challenges in model interoperability and security. His publications also highlight innovations in global camera networks and real-time visual data analysis. While no specific grants or awards are explicitly mentioned, his extensive list of publications reflects sustained academic engagement. His educational contributions include developing C programming resources and teaching large-scale image processing using global camera networks. Dr. Lu's professional address is at Purdue's Materials and Electrical Engineering Building in West Lafayette, Indiana, where he maintains an active research lab focused on embedded systems and low-power computing innovations.

• Mobile and cloud computing
• Energy-efficient computing
• Image and video processing
• +2 more

Professor Mel Fugate, PhD, holds the position of Professor of Management at Mississippi State University's College of Business. His expertise spans organizational behavior, leadership, ethics, and organizational culture. He has taught at institutions worldwide, including the Kogod School of Business (American University), EM Lyon Business School, and the University of South Australia. Education: PhD in Business Administration, Arizona State University (2001) BS in Engineering and Business Administration, Michigan State University (1990) Research Focus: Employee reactions to organizational change, leadership dynamics, ethical leadership, and employability. His work emphasizes practical tools to enhance individual and organizational performance, particularly in change management and culture transformation. Publications & Impact: His research explores themes like emotional congruence during change, HRM-employability interactions, and ethical leadership. His work has been featured in major media including the Wall Street Journal, New York Times, and TEDx events. Awards & Leadership: World’s Top 2% Scientists (Stanford University, 2022-23) Academy of Management Journal Impact Award (2020) Outstanding Reviewer Award (Journal of Management, 2018) Leadership roles in Academy of Management committees Consulting & Teaching: Specializes in change leadership, ethical cultures, and performance management. Has advised organizations on culture change, strategic alignment, and employee engagement.

• Organizational Behavior
• Leadership
• Organizational Change
• +5 more

Clay Dibrell is a Professor of Management and Chair of Entrepreneurial Excellence at the University of Mississippi’s School of Business Administration. He also serves as Co-Director of the Center for Innovation and Entrepreneurship and is a U.S. Fulbright Scholar. His expertise spans entrepreneurship, family businesses, innovation, strategic management, and international business. Education includes a B.S. from Lambuth College (1990), an M.B.A. from the University of Memphis (1992), and a Ph.D. in Business Administration from the University of Memphis (2000). He teaches courses such as Family Business Management, Strategic Planning, and Entrepreneurship at undergraduate, MBA, doctoral, and EMBA levels globally, including in the U.S., Europe, and Australia. Research focuses on family firm innovativeness, governance, and socioemotional wealth. His work explores strategic change, exit strategies, and the interplay between family commitment and innovation. He has published in leading journals like Entrepreneurship Theory & Practice and Family Business Review. Awarded the U.S. Fulbright Scholarship, he contributes to editorial boards and special issue curation. His advisory work includes innovation strategies for high-tech and natural resource industries. He emphasizes integrating family dynamics with business strategy, balancing institutional environments and firm performance.

• Entrepreneurship
• Family Businesses
• Innovation
• +3 more

Andrew Izsak is a Professor of Mathematics and Chair of the Education Department at Tufts University's School of Arts and Sciences. He holds a PhD in Science and Mathematics Education from UC Berkeley (1999), an MEd from Harvard (1993), an SM in Mathematics from MIT (1992), and a BA in Mathematics from UC Berkeley (1987). His research focuses on the psychology of mathematical thinking, particularly how teachers and students reason about multiplicative concepts like fractions, proportional relationships, and linear equations. He emphasizes the role of inscriptions (e.g., diagrams) in supporting quantitative reasoning. His work integrates psychometric modeling to assess teacher knowledge and student learning. Notably, he co-leads the Teachers’ Multiplicative Reasoning Research Group with Dr. Sybilla Beckmann, exploring how teachers’ reasoning about multiplication and fractions informs their understanding of proportional relationships. This group also investigates the utility of number lines and strip diagrams in teaching these concepts. Their psychometric studies, using diagnostic classification models, reveal distinct profiles of teachers’ fraction arithmetic reasoning skills nationally. Dr. Izsak has developed innovative mathematics courses and contributed to curricula emphasizing conceptual coherence. His research bridges cognitive science and education, addressing how foundational mathematical concepts evolve from elementary to middle school. His grants and collaborations focus on improving teacher education and student learning outcomes through structured pedagogical approaches. Key areas of exploration include the ‘multiple batches’ and ‘variable parts’ perspectives on proportional relationships, aiming to make linear equations and algebraic reasoning more accessible. His interdisciplinary work highlights the interplay between measurement, multiplicative reasoning, and educational assessment design.

• Mathematics Education
• Multiplicative Reasoning
• Psychology of Mathematical Thinking
• +4 more

Kerri McBee-Black is Assistant Professor and Helen Allen Faculty Fellow in the Department of Textile and Apparel Management at the University of Missouri, affiliated with the College of Arts & Science. She holds a PhD, MS, and BS from Missouri institutions and is a CLO3D Accredited Instructor. Her research focuses on adaptive apparel design addressing needs of people with disabilities. Education includes: PhD, University of Missouri MS, University of Missouri BS, Columbia College McBee-Black's work pioneers inclusive design innovations through user-centered approaches, examining functional challenges like independent dressing mechanisms and wheelchair-adaptive clothing. She investigates industry certification standards and digital commerce accessibility while integrating historical costume features into contemporary adaptive solutions. Her research employs mixed methodologies including systematic reviews, case studies, and participatory design. Recognitions include: Innovative Excellence Award (University of Missouri System) Multiple Langsam Family Faculty Appreciation Awards Over $74,000 in funded research grants She mentors undergraduate/graduate design projects and integrates industry partnerships into curriculum development.

• Adaptive Apparel
• Inclusive Design
• Disability Studies
• +2 more

Troy Griffin is an Associate Professor of Instruction at the Harry W. Bass Jr. School of Arts, Humanities, and Technology, The University of Texas at Dallas. He holds a Bachelor of Arts in Graphic Design from Bellevue University (2022) and an Associate of Applied Arts in Animation from The Art Institute of Dallas (1999). His professional preparation includes over two decades of industry experience in animation and film, with Oscar-winning achievements and expertise in both technical and artistic production. He specializes in storytelling, supervising cinematic disciplines, and fostering creative talent through leadership and educational outreach. Key Research Interests: Animation techniques, film production workflows, narrative development, and interdisciplinary creative collaboration. Griffin’s career emphasizes bridging industry practices with academic instruction, focusing on hands-on mentorship and expanding technical-artistic competencies in students. His industry contributions include leading production teams and advancing innovative storytelling methods.

• Animation
• Film Production
• Storytelling
• +3 more

Alison Chapman is a Professor in the Department of English at the University of Alabama at Birmingham (UAB), part of the College of Arts and Sciences. She returned to Birmingham in 2000 and served as Department Chair from 2015–2024. Her research focuses on English Renaissance literature, John Milton, and intersections between literature and law. She has published extensively on Milton’s works and legal contexts, including books analyzing law and jurisdiction in his writings. Chapman also teaches courses on the history of the book and material culture, having participated in UVA’s Rare Book School. She has been recognized in Best American Essays twice for creative non-fiction. Education: B.A., Davidson College; M.A. and Ph.D., University of Pennsylvania (English Renaissance Literature) Research Interests: John Milton, legal history, book culture, literature’s relationship with law and religion Her recent work explores how legal frameworks shaped Milton’s writings and early modern English literature. She has written on topics such as Paradise Lost ’s legal imagery and the role of equity in Milton’s divorce tracts. Chapman’s teaching emphasizes writing skills and material book history, integrating hands-on study of early texts. She is an avid canoeist and kayaker, often exploring wilderness areas outside Birmingham. Awards: Twice honored in Best American Essays Professional Activities: Chair of UAB English Department (2015–2024), participant in Rare Book School

• English Renaissance Literature
• John Milton
• History of the Book
• +4 more

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

• Literacy Education
• Multimodal Pedagogies
• Elementary Language Arts
• +3 more