Find Academic Supervisors

• Earth and Environmental Science Education
• Conceptual Change
• Learning Progressions
• +3 more

Reece Mills is an Associate Professor of Education at the Faculty of Creative Industries, Education & Social Justice, School of Education, Queensland University of Technology (QUT), Brisbane, Australia. With a career spanning from secondary school science teaching to leading academic roles, he focuses on creating socially and ecologically sustainable futures through education. His research foci include sustainability, science education, and initial teacher education, supported by two significant Australian Research Council (ARC) grants addressing teacher shortages. PhD in Education, James Cook University Bachelor of Education with Honours, James Cook University Reece's research explores critical areas such as teacher shortages, career change in STEM education, and the impact of policy enactment on educational practices. His work integrates inclusive assessment design, geographical education, and innovative pedagogy to enhance STEM career aspirations among rural students. The 2025-2024 article collection highlights trends in teacher training, policy analysis, and digital tools like slowmation in science education. Recipient of multiple teaching awards including QUT STARS Award (2016), Vice Chancellor's Performance Award (2016), and Faculty Teaching and Learning Award (2017) Actively supervises PhD and Professional Doctorate students on topics like career change teachers and pedagogical approaches As Executive Board Member of Australasian Science Education Research Association (ASERA) and member of Australian Teacher Education Association (ATEA), he contributes to advancing science education. His editorial role at Teaching Science journal since 2017 further underscores his commitment to the discipline.

• Service Design
• Creative Services
• Fast Fashion
• +4 more

Karl-Jacob Mickelsson is a Senior Lecturer at Åbo Akademi University's School of Business and Economics, Faculty of Social Sciences, Economics and Law. His research bridges service design, digital innovation, and sustainability, with a focus on creative services, fast fashion CSR, and health/social care ecosystems. SDG Contributions Industry, Innovation and Infrastructure Reduced Inequalities Good Health and Well-being Sustainable Cities and Communities His scholarly work explores: Service design methodologies (ActS framework) Digital platforms for professional competence reflection AI as a creative service enabler CSR reputation dynamics in fast fashion User-defined healthcare ecosystems Publications show expertise in: Service system modeling Human activity theory applications Stakeholder alignment in CSR AI-human collaboration Meta-service design Chronic condition management

David CardonaView profile

Assistant Professor

• Interactive Media
• Immersive Media
• Sound Design
• +9 more

David Cardona is an Assistant Professor in the Electronic Production and Design (EPD) department at Berklee College of Music, where he teaches courses in music technology and electronic production. His work bridges music, engineering, and interactive media, with a strong focus on accessibility and alternative methods for creative expression. His research and creative interests include interactive media, immersive audiovisual experiences, sound design, AI applications in music, game engines, 3D graphics, and the development of adaptive controllers for artists with disabilities. He explores how motion sensors, computer vision, and real-time systems can transform musical performance and artistic engagement. The recent publications and presentations highlight a consistent trend in human-centered technological innovation for inclusive art-making, particularly through sensor-based interfaces and assistive creative tools. These works reflect deep integration of technical expertise with socially impactful design principles. Grammy nomination: Best World Music Album category for Deran by Bombino, engineer, 2019 Harvard Innovation Labs’ Spark Grant for startup, Adaptive Art Technologies, 2022 David Cardona advises creative projects and leads initiatives centered on accessible music technology. His grant from Harvard Innovation Labs supports his startup Adaptive Art Technologies , which develops tools enabling people with disabilities to create art. While formal student advisees are not listed, he mentors students through courses and creative collaborations in EPD. He leads the development of innovative installations such as DisOrgan , featured at the Hirshhorn Museum during the 2023 Sound Scene festival, and conducts research through his startup Adaptive Art Technologies. His work often involves interdisciplinary teams combining musicians, engineers, designers, and accessibility experts to build inclusive creative systems.

Lauren KnightView profile

Part-Time Lecturer

• Acoustic Ecology
• Sound Studies
• Media Archaeology
• +5 more

Lauren Knight (she/her) is a PhD Candidate and Part-Time Course Instructor in the Faculty of Information at the University of Toronto, specializing in Media, Technology, and Communication. She teaches courses including Popular Music and Media Cultures (Winter 2025) and Popular Culture and Society (Summer 2024), while completing her doctoral research. PhD Student, Faculty of Information: University of Toronto (2022–ongoing) MA in Communication: Simon Fraser University (2021) BA Honours in Media Production: Toronto Metropolitan University (2019) Her research explores acoustic ecology, decolonial media studies, and sensorial ethnography through sound-based artistic practices. Knight examines how sound functions as a political and environmental tool across urban landscapes, Indigenous knowledge systems, and technological interfaces. Her creative work spans sound installations, podcasts, and documentary media, with pieces nationally broadcast on CBC and featured on CBC Gem. Her recent publications reveal a trajectory examining sound's relationship to power structures (neoliberalism, colonialism) and ecological systems. The work increasingly incorporates participatory methods, co-creation with marginalized communities, and nonhuman perspectives through sonification techniques. SSHRC Canadian Graduate Scholarship Doctoral Award ($105,000) Ontario Graduate Scholarship ($15,000) R. Murray Schafer Soundscape Award ($1,200) Graduate Student Merit Award - Canadian Communication Association Conference ($500) Knight actively mentors through teaching roles across three institutions since 2019, serving as Course Instructor, Guest Lecturer, and Teaching Assistant for 15+ courses. Her research is supported by multiple SSHRC-funded projects examining AI discourse, Toronto arts funding, and remote connectivity infrastructures. She co-created the BEEP zine project mapping Toronto's urban soundscapes and produced the CBC-broadcast documentary Stereo Toronto profiling musicians in significant city locations. As a practicing sound artist, Knight develops community-based projects like Livable Soundscapes (a community toolkit) and has presented work through the Canadian Association for Sound Ecology. She serves on the Doctoral Students Association and Academic Appeals Committee at UofT while maintaining membership in CASE.

• Music in Social Work
• Cultural Education
• Addiction Prevention
• +6 more

Prof. Ulrike Pfeifer (Frankfurt University of Applied Sciences) holds the Professorship for Music in Social Work within Department 4: Social Work & Health. Her work bridges music, cultural education, and social work, focusing on addiction prevention ("High Life" projects), inclusive school collaborations ("Höchst kreativ"), and documentary theater with marginalized communities. She teaches courses in aesthetic-media project work, cultural education, and creative interventions. Diplom in Kunsttherapie und Kunstpädagogik (FH Ottersberg, 1990) Research emphasizes music as a transformative tool in social work, including drug counseling , youth empowerment , and correctional institution projects (e.g., "Romeo und Julia", "MS Carmen"). Her publications include CDs documenting collaborative musical works and a 2019 chapter on music in addiction prevention. She leads the "High Life" series with institutions like Gallustheater Frankfurt and coordinates media-pedagogical initiatives with 36+ students annually. Her recent projects span inclusive school workshops (sculpture, music, rap), documentary theater on migrant experiences (2023/24), and multimedia exhibitions during the pandemic. Awards include the TheoPrax-Stiftung Sonderpreis (2010) for innovative teaching practices. She actively collaborates with Hessische Film- und Medienakademie (since 2013), ArtQ (since 2010), and Freie Musikschule Rodgau.

Katherine A. BeauchatView profile

Associate Professor

• Early Childhood Literacy Development
• Teacher Preparation in Literacy Education
• Professional Development for Educators
• +2 more

Katherine A. Beauchat is an Associate Professor in the School of Education at Notre Dame of Maryland University. She holds an Ed.D. in Curriculum and Instruction: Literacy from the University of Delaware (2008), an M.Ed. in Reading Specialist from Loyola College of Maryland (1997), and a B.S. in Elementary and Early Childhood Education from Frostburg State University (1994). Her research focuses on: Pre-service teacher preparation in early childhood literacy Professional development for early childhood educators Explicit vocabulary instruction strategies Storybook reading as instructional tool Wordless picture book integration Interactive writing activities for language development Recent publications and presentations emphasize literacy intervention strategies for at-risk children, vocabulary acquisition through storybook reading, and classroom library design. Her work has been recognized through awards like the Student Senate Faculty of the Year Award and PERA Distinguished Paper Award . Professional affiliations include: Reading Recovery Council of North America (RRCNA) Association for Supervision and Curriculum Development (ASCD) International Reading Association (IRA) Kappa Delta Pi (KDP) National Association for the Education of Young Children (NAEYC)

• Science Education
• Teacher Training
• Didactics of Experimental Sciences
• +7 more

Jose Rafael Canto Domenech is an Associate Professor in the Department of Didactics of Experimental Sciences at the Faculty of Teacher Training, University of Valencia. His academic work is deeply rooted in science education and initial teacher training, with a strong emphasis on integrating sustainability and the United Nations Sustainable Development Goals (SDGs) into pedagogical practices. His research focuses on enhancing science education in early childhood and primary education through innovative teaching strategies. Key areas include the use of socioscientific issues, field trips, inquiry-based learning, and the integration of sustainability principles into teacher training curricula. He actively explores pre-service teachers' knowledge and perceptions regarding science, sustainability, and the SDGs, aiming to improve educational outcomes through evidence-based didactic proposals. The analysis of his recent publications reveals a consistent thematic focus on teacher education, science didactics, and sustainable development. His work bridges theory and practice, offering practical tools such as teaching guides, itinerant exhibitions on SDGs, and contextualized learning situations for young children. He emphasizes curriculum innovation and the development of pedagogical competencies in future teachers. Dr. Canto Domenech is actively involved in educational research and has contributed significantly to the field through numerous publications. While no specific scientific awards are mentioned in the provided text, his sustained scholarly output and leadership in curriculum development underscore his impact in science education. He supervises academic work and contributes to the professional development of future educators. His research group, 'didacies Research group in science education and science teacher training,' supports collaborative inquiry into effective teaching methods. Projects often involve interdisciplinary approaches, such as using school gardens or 3D printing to enhance academic and professional competencies.

Sally DoughtyView profile

Associate Professor

• Dance Studies
• Improvisation
• Practice as Research
• +8 more

Sally Doughty is Associate Professor in Dance and Reader in Dance and Improvisation at De Montfort University, where she is also Deputy Head of the School of Humanities and Performing Arts and Director of the Centre for Interdisciplinary Research in Dance (CIRID). She is affiliated with the Arts, Design and Performance Research Institute and leads practice-based research projects supported by Arts Council England and Knowledge Transfer Partnerships. MA by Independent Study: improvisation as a creative tool in the rehearsal process BA (Hons) Performing Arts: Dance Sally Doughty’s research centers on improvisation, corporeal and extended archives, memory, and reflective practice in dance. She explores how the dancer’s body functions as a living archive and investigates autobiographical and cognitive dimensions of performance. Her pedagogic research focuses on developing reflective and analytical skills in movement improvisation, using technology to enhance learning. She is a leading voice in practice as research, emphasizing the documentation and articulation of artistic processes. Her recent publications and performances reflect a sustained inquiry into hybrid artist-academic identities, audience co-authorship, and the materiality of performance. Works like Please Do Touch and Body of Knowledge explore tactile engagement and embodied memory, while her writing in Oxford Handbook of Improvisation and Dance Fields addresses epistemological and disciplinary questions. Her research outputs span performances, exhibitions, and scholarly texts, demonstrating a commitment to interdisciplinary and practice-led methodologies. Scientific awards include: DMU Teacher Fellow (2010) DMU Vice-Chancellor’s Distinguished Teaching Award (2009) Sally supervises multiple PhD students and has secured funding for numerous practice-based research studentships through M3C, M4C, and internal bursaries. She has led externally funded projects such as the Management KTP with FABRIC and Arts Council England grants for Please Do Touch , Body of Knowledge , and Renaissance . She also provides professional consultancy, including for Dance4 and Leicester City Council, influencing regional cultural strategy. She is actively involved in research groups including the Centre for Interdisciplinary Research in Dance (CIRID) and the Arts, Design and Performance Research Institute. She has curated symposia such as Dance Improvisation: The Estranged Cousin and leads initiatives that bridge academic research with professional dance practice.

Bertha OchiengView profile

Professor

• Integrated Health and Social Care
• Health Equity
• Community Empowerment
• +12 more

Bertha Ochieng is Professor of Integrated Health and Social Care at De Montfort University, affiliated with the School of Nursing and Midwifery within the Faculty of Health and Life Sciences. She combines clinical expertise, academic scholarship, and community-engaged research to improve health outcomes for marginalized and socially disadvantaged populations across the life course. Her work emphasizes collaborative partnerships with NHS Trusts, voluntary organizations, and international academic teams. Education: PhD, School of Sociology and Social Policy, University of Leeds MSc Health Education and Health Promotion, Leeds Metropolitan University MA Development Studies, University of Leeds BSc (Hons), University of Leeds Post-graduate Certificate in Education, University of Huddersfield Post-graduate Certificate in Leadership and Management in Higher Education, University of Bradford Her research interests center on reducing health inequalities through integrated health and social care models, focusing on community empowerment, culturally sensitive health promotion, and the self-management of long-term conditions. She employs mixed and qualitative methodologies to explore user and carer perspectives, service development, and systemic barriers to care access—particularly among Black, migrant, and minority ethnic populations. Her work also investigates digital health innovations, such as smart-home monitoring and AI-enhanced discharge services, to support aging populations. Her recent publications reflect a strong trend in public health research with an emphasis on equity, community co-creation, and global health challenges—from maternal disparities in Leicester to child undernutrition in Tanzania. These works span qualitative studies, systematic reviews, and policy-informing reports, often involving interdisciplinary and international collaborations. Scientific Awards and Professional Recognition: Senior Fellow of the Higher Education Academy (UK) Fellow of the Royal Society of Public Health (UK) Member, Nursing & Midwifery Council (UK) Member, Migrant and Ethnic Minority Health (European association) Member, Centre for Ethnicity and Racism Studies (Leeds) Bertha Ochieng has advised and collaborated with early-career researchers and practitioners, including Lorraine Ochieng and Rebecca Ochieng, on studies related to healthy weight maintenance and augmented care technologies. She has led multiple knowledge transfer and service development initiatives, such as training tools for weight management and community health practitioner programs. Her consultancy work supports health and social care organizations in staff training, user involvement, and cultural competence. She is actively involved in research groups related to nursing, midwifery, social science, public policy, and health sciences, and her projects frequently involve community-based participatory approaches to ensure relevance and impact.

Pauline RidleyView profile

Senior Lecturer

• Inclusive Education
• Visual Learning
• Personal Tutoring
• +7 more

Pauline Ridley is a Senior Lecturer at the University of Brighton, affiliated with The Learning and Teaching Hub and the Inclusive Digital Societies Research Excellence Group. She currently serves as the L&T Hub Partner for the School of Humanities & Social Sciences, contributing to academic development and inclusive educational practices across the university. Her scholarly background includes an MA in the History of Art from the Courtauld Institute of Art and prior teaching experience at the Open University. At Brighton, she founded and led the BA (Hons) Visual Culture and played key roles in national teaching excellence projects such as the HEFCE Centres of Excellence in Teaching & Learning. Her research and practice focus on visual learning , inclusive education , personal tutoring , and education for sustainable development . She has developed influential resources in visual research methods and student supervision, maintaining the Visual Learning and Personal Academic Tutoring websites. Her publications demonstrate a consistent engagement with pedagogical innovation, particularly in one-to-one student support, visual methodologies, and inclusive learning environments. Themes across her work include equity, creativity, and academic development in higher education. Lead developer, BA (Hons) Visual Culture Leader, Visual Practices area in LearnHigher (16-university collaboration) Developer of PGCAP and Course Leaders programmes Responsible for online resources on personal academic tutoring She has contributed to national staff development initiatives and continues to teach on the PgCert in Academic Practice (PGCAP) and supervise CPD workshops. Though semi-retired, she remains active in academic leadership and educational innovation.

Jeanne GodfreyView profile

Academic

• English for Academic Purposes
• Second Language Acquisition
• Academic Writing
• +7 more

Jeanne Godfrey is a Teaching Fellow at the School of Languages, Cultures and Societies, Faculty of Arts, Humanities and Cultures, University of Leeds. She is a prominent figure in English for Academic Purposes (EAP), with a focus on academic writing, second language acquisition, and academic literacy. She has held leadership roles including Head of Department, Principal Lecturer in Learning and Teaching, and Chair of BALEAP, and is a Fellow of the Higher Education Academy and Joint Editor of The Language Scholar . MA Linguistics, University of Reading (1989–1990) CELTA/ R.S.A Certificate TEFL BA Honours Social Anthropology and Sociolinguistics, University of Sussex (1982–1985) Her research centers on student academic writing, with a strong emphasis on creativity, originality, use of source material, academic integrity, vocabulary development, and student written voice and identity. She promotes pedagogical approaches that help students express their ideas clearly and confidently in academic contexts. The 15 most recent publications reflect a consistent focus on academic writing support, EAP pedagogy, and student learning. Her works span practical guides for students, scholarly chapters on writing across disciplines, and collaborative research models. These publications demonstrate a sustained commitment to enhancing academic literacy and writing development in higher education. Fellow of the Higher Education Academy Jeanne Godfrey has been actively involved in curriculum development, academic writing center leadership, and professional scholarship. She has delivered numerous invited talks and keynotes across the UK and internationally. While no formal PhD students are listed, her mentorship of educational practice and scholarly collaboration has significantly influenced EAP pedagogy. She has contributed to widening participation initiatives and interdisciplinary writing support programs. She played a pioneering role in establishing one of the first academic writing centers in a UK university, demonstrating her commitment to institutional support for student writing. Her work continues to shape EAP practices through publications, professional leadership, and educational innovation.

Douglas LumanView profile

Assistant Professor

• Computational Poetics
• Digital Humanities
• Creative Coding
• +12 more

Douglas Luman is an Assistant Professor of Computer Science at Allegheny College, where he integrates computational methods with poetic and artistic practice. He is affiliated with the Department of Computer Science within the College of Liberal Arts and Sciences. Luman is also a co-founder of the book arts press Container, art director at Stillhouse Press, and head researcher at appliedpoetics.org, a digital platform for experimental writing tools. MFA, George Mason University BS, Bradley University His research lies at the intersection of computer science and the humanities, focusing on computational poetics, materiality of language, and the ideological undercurrents in architectural and political texts. He explores how algorithmic constraints, procedural generation, and digital tools can reshape creative decision-making and poetic expression. His work interrogates how fascist rhetoric persists in contemporary language and design, particularly through projects like Rationalism , a computational mistranslation of mid-20th century fascist architectural writing. His recent publications include Rationalism (2021) and The F Text (2017), along with excerpts such as "A Theory of Ruin Value" and "PREFAB," which demonstrate his use of computational methods to deconstruct and reframe historical and ideological texts. These works reflect a consistent engagement with themes of constraint, materiality, political memory, and the transformative power of language through digital mediation. Luman has not been explicitly mentioned as receiving formal scientific awards, but his publications and interviews in literary and digital humanities circles indicate scholarly and artistic recognition. His teaching includes courses such as Computational Constraint and Art Direction, reflecting his interdisciplinary approach. As an active faculty member, he advises students and leads research initiatives through appliedpoetics.org, where he develops software tools that support writers in exploring constrained creativity. His work exemplifies the growing field of digital humanities, where code becomes a medium for literary and cultural critique. He is involved in multiple creative and research teams, including the editorial and design team at Stillhouse Press and the collaborative project Container. His future work is likely to continue exploring the convergence of artificial intelligence, poetic practice, and ideological analysis, particularly in how digital tools can surface hidden patterns in language and power structures.

Emily KangView profile

Professor

• Science Teacher Education
• Next Generation Science Standards (NGSS)
• Effective Professional Development Models for Science Teachers
• +7 more

Emily Kang is an Associate Dean for Academic Affairs at the Ruth S. Ammon College of Education and Health Sciences at Adelphi University. She holds a PhD in Education from the University of California Santa Barbara (2009), an MA in Education from Chapman University (2003), and a BA in Biological Sciences from the University of Southern California (1997). A certified science educator in California, she focuses on science teacher education, Next Generation Science Standards (NGSS), and supporting English learners in science. Education: PhD in Education, University of California Santa Barbara (2009) M.A. in Education, Chapman University (2003) B.A. in Biological Sciences, University of Southern California (1997) California Teaching Credentials: Multiple Subject (Childhood), Biology (Adolescent), General Science (Adolescent) Her research spans science teacher education , NGSS implementation , and professional development models . She explores how elementary teachers enact NGSS practices, scaffolding explanation and argumentation in linguistically diverse classrooms, and integration of science with language instruction. Her work emphasizes equity in education , particularly for multilingual learners , and combines STEAM pedagogy with community-based projects. Recent publications include studies on NGSS alignment , academic language development , and co-teaching practices . She has secured significant grants, including a $1.2 million NSF grant for the Robert Noyce Teacher Scholarship Program and a $1.24 million SUNY grant for teacher recruitment. Her awards include STANYS Excellence in Science Teaching (2019) and the Eugene Cota-Robles Fellowship . She mentors graduate students in science education and collaborates with institutions like the Long Island Children’s Museum and New York City Department of Education .

Rebecca NicholsonView profile

Assistant Professor

• Educational Technology
• Authentic Learning
• Collaborative Learning
• +9 more

Rebecca Nicholson is an Assistant Professor in the School of Computer and Information Sciences at Northumbria University. Her work bridges technology and education, with a strong emphasis on authentic and collaborative learning experiences across disciplines such as Computer Science, Medicine, and the Performing Arts. Her research explores the role of technology in supporting authentic learning , focusing on how digital tools can enhance creative pedagogies in real-world classroom environments. She employs a participatory action research approach, actively collaborating with teachers to co-design, co-teach, and evaluate educational technologies. This method ensures that technological solutions are grounded in practical classroom needs and pedagogical realities. Recent publications highlight her focus on emergency remote education , particularly in Nigeria, as well as the challenges of evaluating ed-tech in schools and integrating design practices into educational settings. Her work also extends into Music and Theatre technologies , where she investigates tools that support teaching and learning in performance contexts. The trends in her research output (2021–2024) reflect a consistent commitment to human-centered design in education, with publications appearing in high-impact venues such as the CHI Conference on Human Factors in Computing Systems and ACM Transactions on Computer-Human Interaction. Her work spans both technical innovation and deep pedagogical inquiry, contributing to the evolving landscape of technology-enhanced learning. Rebecca actively collaborates with researchers across institutions and disciplines, as evidenced by her co-authored publications. While no formal advising or grant information is available in the text, her participatory methodology implies strong engagement with educational practitioners and cross-sector partnerships. Her research has practical implications for educators, designers, and policymakers interested in equitable, effective, and creative uses of technology in diverse learning environments.

Brittany KiserView profile

Assistant Professor

• Pedagogy
• Education Policy
• Standards-Based Instruction
• +7 more

Dr. Brittany Kiser is an Assistant Professor in the College of Education at Lynn University, specializing in Early Childhood Education. She holds an Ed.D. in Educational Leadership from Lynn University and is deeply committed to innovative, student-centered teaching and research in pedagogy, STEM education, and teacher preparation. B.S. in Biology, Stetson University M.Ed. in Curriculum & Instruction, American College of Education Ed.D. in Educational Leadership, Lynn University Her research and teaching focus on the Four C’s—collaboration, communication, creativity, and critical thinking—applied through standards-based instruction, science-literacy integration, and technology-enhanced learning. She emphasizes experiential and inquiry-based methods to prepare future educators for 21st-century classrooms. Dr. Kiser’s recent publications explore pedagogical effectiveness in science education, asynchronous community building, financial literacy integration, and cross-disciplinary teaching strategies. Her work consistently bridges theory and practice, aiming to improve both K-12 and higher education outcomes. National Program Director of the Year, SECME National Office (2016) Faculty Writing Fellow, Lynn University (2022-2023) Teacher of the Month, Polo Park Middle School (2006) Outstanding Service on School Leadership Team (2013) She actively mentors students, including advising undergraduate research, and leads initiatives to provide field experiences for pre-service teachers. Her grants and projects include research on pedagogy in middle school science and community-building in online learning environments. Dr. Kiser is also involved in public scholarship through podcasts and media contributions on education policy and classroom practice. She is affiliated with the Louis and Anne Green Center at Lynn University and contributes to interdisciplinary research and teaching innovation across campus.