Find Academic Supervisors

• Cadastral Systems
• Land Administration
• Property Rights
• +4 more

Kirsikka Riekkinen is an Assistant Professor at Aalto University in the Built Environment domain, specializing in land administration , cadastral systems , and property rights . Her research bridges technological innovation with policy analysis, focusing on digitalization , security implications , and climate impacts of land governance frameworks. Research Focus Development of holistic cadastral frameworks for mature systems Land consolidation in Finland and Africa, including climate effects Security-based property restrictions in Northern Europe Integration of blockchain , text mining , and 3D modeling into land administration Comparative analysis of Nordic and African land policies Scientific Trends in Publications Her article corpus (2012-2025) reveals a sustained focus on land consolidation (with climate implications), cadastral modernization (digitalization, blockchain), and cross-national policy analysis (Finland, Nigeria, Rwanda). Recent works emphasize public value perspectives and security challenges in cadastral systems. Teaching & Professional Role As an Assistant Professor, she contributes to academic discourse in land governance. Contact: kirsikka.riekkinen@aalto.fi

Anna StoneView profile

Senior Lecturer

• Facial Disfigurement Perception
• Social Discrimination
• Paranormal Belief Systems
• +4 more

Dr. Anna Stone is a Senior Lecturer in the Department of Psychology & Human Development within the School of Childhood and Social Care at the University of East London. She serves as programme leader for BSc Psychology by Distance Learning and teaches modules including Anomalistic Psychology, Research Methods, and Applied Cognitive Psychology across undergraduate and postgraduate programmes. Research Focus Stone's research explores two primary domains: (1) Social perceptions of facial disfigurement, examining emotional responses, attention mechanisms, employment discrimination, and intervention strategies; and (2) The psychology of unsubstantiated beliefs including paranormal, moral, and political convictions. Her current projects include developing a multidimensional belief questionnaire and investigating perceptual categorization of facial differences. Teaching & Supervision She leads modules on cognitive psychology and belief systems while supervising student research projects. As Responsible Officer for Psychology, she handles academic regulation compliance. Stone employs experimental methods including eye-tracking and develops psychometric instruments to quantify social attitudes. Publication Trends Her recent articles demonstrate consistent focus on facial perception biases and belief psychology, with emerging work in educational integrity and technology impacts. Research methodologies span experimental psychology, qualitative analysis, and psychometric validation with strong emphasis on real-world applications in social justice contexts. Advising & Academic Service Supervises undergraduate and postgraduate research projects Serves as departmental Responsible Officer handling academic regulations Leads the BSc Psychology by Distance Learning programme

• Wireless Networking
• Mobile Ad Hoc Networks
• Mobility Modeling
• +5 more

Tracy Camp is a Professor in the Department of Computer Science at Colorado School of Mines, College of Applied Science and Engineering. With a distinguished career spanning over three decades, she has established herself as a leading researcher in wireless networking, mobility modeling, and computing education. Her work has evolved from foundational research in mobile ad hoc networks to impactful contributions in broadening participation in computing. Dr. Camp's research interests span wireless networking, mobility modeling, machine learning applications in networking, and computer science education. Initially focusing on mobility models for ad hoc networks, she published seminal work including the widely cited survey 'A survey of mobility models for ad hoc network research' (2002). More recently, her work has shifted toward computing education, particularly broadening participation in computing, K-12 teacher preparation, and supporting underrepresented students through scholarship programs like S-STEM. Her recent publications reveal a strong emphasis on machine learning applications for network security, particularly in analyzing encrypted messaging applications and smart device traffic. Simultaneously, she has become a national leader in departmental strategies for broadening participation in computing, developing frameworks for BPC (Broadening Participation in Computing) plans that are now required by the NSF. Dr. Camp has been instrumental in developing the CS@Mines program, creating successful scholarship ecosystems for low-income and underrepresented students, and leading Colorado's strategic approach to prepare K-12 computer science teachers. Her work bridges technical research with practical educational initiatives that address critical challenges in the computing field. She has served in leadership roles for major computing education conferences including SIGCSE, where she has contributed to shaping the national conversation about computing education, enrollment surges, and diversity in the field. Her collaborative work with organizations like CRA-W (Computing Research Association-Women) demonstrates her commitment to addressing systemic issues in computing.

• Epidemiology
• Cancer Research
• Obesity and Metabolic Disorders
• +5 more

Professor Naomi Allen is a Professor in Epidemiology at the University of Oxford, based in the Clinical Trial Service Unit and Epidemiological Studies Unit (CTSU). She joined UK Biobank as Senior Epidemiologist in 2011 and became Chief Scientist in 2019, where she oversees participant follow-up through linkage with routine health-related datasets and web-based questionnaires. She plays a key role in developing the scientific strategy for future enhancements of the UK Biobank study, one of the world's largest prospective cohort studies with half a million participants. Professor Allen's research program centers on the role of diet, obesity, and circulating biomarkers in cancer development. As co-Principal Investigator of the Endogenous Hormones, Nutritional Biomarkers and Prostate Cancer Collaborative Group, she leads international pooled analyses of biomarker-prostate cancer relationships. Her work spans epidemiology, oncology, metabolic disorders, and biomarker research, with particular emphasis on investigating how obesity causes cancer through metabolomics approaches. Her recent publications demonstrate extensive utilization of the UK Biobank resource across diverse health domains. Analysis of her 15 most recent articles reveals strong focus areas in cancer biomarker discovery, metabolic syndrome and dementia risk, cardiovascular disease mechanisms, ophthalmological conditions, and innovative data linkage methodologies. The publications collectively showcase how large-scale biobank resources enable cross-disciplinary research to uncover novel disease associations and biological pathways. Professor Allen's leadership as Chief Scientist of UK Biobank positions her at the forefront of population health research. While specific awards aren't detailed in available information, her work has garnered significant attention with multiple publications being picked up by numerous news outlets, blogged about, and widely shared across social media platforms, indicating substantial scientific impact. Through her role at UK Biobank, Professor Allen supports thousands of researchers worldwide by maintaining and enhancing this critical resource. Her strategic vision ensures continued scientific value through innovative data collection methods, advanced analytical approaches, and strategic partnerships that maximize the study's utility for discovery and translation research across multiple disease areas.

• Translation Studies
• Pragmatics
• Japanese Linguistics
• +4 more

Dr. Julia Somodi is an Associate Professor at the Department of Japanology, Institute of East Asia, Faculty of Humanities and Social Sciences, Károli Gáspár Reformed University (KRE) in Budapest, Hungary. Her academic career spans over two decades with significant contributions to translation studies and Japanese linguistics. Her educational background includes: PhD in Translation Studies (2015) from ELTE with dissertation on Japanese address terms in Hungarian film translations MA in Japanese and English Studies (2001-2002) from Károli Gáspár Reformed University Dr. Somodi's research focuses on the intricate relationship between pragmatics and translation, particularly examining address terms across Japanese and Hungarian languages. Her work bridges theoretical linguistics with practical translation challenges, with special attention to cultural transfer in literary contexts. She has made significant contributions to understanding how linguistic politeness strategies and address systems function differently across these linguistically distant languages. Analysis of her 15 most recent publications reveals a consistent trajectory in translation studies with evolving sophistication. Her early work concentrated on foundational aspects of Japanese address terms, while recent publications demonstrate expanded scope into translation pedagogy, cultural transfer in contemporary literature, and innovative teaching methodologies. A notable thread throughout her career is the humanitarian application of her expertise, particularly in translating testimonies of Hiroshima atomic bomb survivors. Her scientific recognition includes: OTDK témavezetői elismerés (2015, 2021, 2025) Innovatív Oktatói Díj (Innovative Teacher Award, 2024) Dr. Somodi has actively contributed to academic service through committee memberships (Credit Transfer Committee, Quality Assurance Committee), conference organization (including the 30th Departmental Jubilee Conference in 2024), and leadership in the Japanese-Hungarian Translation Technology Workbook project (2025-26). Her international research collaboration with Kyoto University on 'Disfluency in Comparison' demonstrates her standing in the global academic community. She has also served as opponent in doctoral defenses at ELTE, showing her role in shaping the next generation of scholars. Her laboratory work centers around translation technology development and practical translation projects, most notably her ongoing collaboration with the Hiroshima Atomic Bomb Victims National Peace Memorial Hall since 2018, where she coordinates and translates survivor testimonies into Hungarian.

• Computer Science
• formal methods
• Security
• +6 more

Marc Frappier is a full professor at Université de Sherbrooke with over 25 years of academic experience. His research focuses on formal methods , security , and software synthesis . He holds a PhD from the University of Ottawa (1995), a Master's (1990) and Bachelor's (1986) from Université de Sherbrooke. Research Areas: Formal specification/verification, intrusion detection, access control, ASTD/TASTD modeling, automotive systems Grants: NSERC, MITACS, PSEPC, CSE Canada, Natural Resources Canada (total over $2.5M) Selected Publications highlight formal methods in automotive systems, security policy verification, and real-time modeling. His work spans cross-domain collaborations including healthcare, industrial systems, and cybersecurity. Scientific Awards: Distinguished Service Award 2019 (Cs-Can | Info-Can) Committee Roles : Program Committee member for 15+ conferences (2012-2021), including ABZ, ICFEM, HASE, and RAMiCS.

Kathryn RileyView profile

Assistant Professor

• Physical Education
• Environmental Education
• Climate Change Education
• +6 more

Kathryn Riley is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Manitoba's Faculty of Education. With a PhD from Deakin University (2019), her work spans Physical Education, Environmental Education, and Climate Change Education across Australia, the UK, and Canada. Focuses on posthumanist and new materialist scholarship Advances anticolonial praxis through relational pedagogies Co-creates Indigenous physical literacy initiatives Associate Editor of the Australian Journal of Environmental Education Her research explores place-based environmental education, transdisciplinary curriculum design, and teacher/learner identities through the lens of Land/Country/Place relationships. Publications demonstrate a consistent focus on decolonizing pedagogies, multispecies ontologies, and creative research methodologies. Kathryn's recent work reveals trends in: Intersections of physical literacy and sustainability Eco-anxiety and hopeful pedagogies Art-based research creation Indigenous relational worldviews Postqualitative methodologies Reimagining education in the Anthropocene

• Gerontology
• Dementia Care
• Long-Term Care
• +3 more

Jennifer Carson is a Clinical Associate Professor at the School of Public Health of the University of Nevada, Reno . She founded and directs the Dementia Engagement, Education and Research (DEER) Program and leads the Dementia Friendly Nevada initiative through state partnerships. Her work focuses on combating ageism and ableism while improving elder well-being through community-engaged research and education. Email: jennifercarson@unr.edu Office: Building EJCH, Room 257 Education: Ph.D. in Recreation and Leisure Studies (Aging, Health and Well-Being), University of Waterloo M.S. in Parks, Recreation and Tourism Management (Therapeutic Recreation), Clemson University B.A. in Physical Education, Health and Recreation (Therapeutic Recreation), Eastern Washington University Research Focus : Jennifer Carson's scholarship integrates gerontology, dementia care, and culture change in aging services with an emphasis on participatory action research. Her work spans dementia-friendly community development, relationship-centered care training, and innovative approaches to leisure in aging contexts. Key themes include: Combating ageism through systemic change Virtual social support systems during crises Appreciative inquiry for organizational transformation Creative pedagogical tools (e.g., drama-based education) Interdisciplinary geriatrics workforce development Scientific Awards : 2022 Laura Joyner Award (Mensa Foundation) for brain health programming 2011 Excellence in Aging Services Award (IAHSA) for collaborative initiatives 2017 Ontario Long-Term Care Association Innovation Award 2018 Facility Best Practice Award (Friends of Residents in LTC) CARF International recognition for memory care innovation Advising & Grants : Carson serves as principal investigator for multiple grants, including: HRSA Geriatrics Workforce Enhancement Program ICECAP Nevada interprofessional training initiative Nevada CAN rapid response network during the pandemic She collaborates with institutions like the University of Nevada, Reno School of Medicine’s Sanford Center for Aging and Schlegel-University of Waterloo Research Institute for Aging . Labs & Teams : Carson leads the Dementia Engagement, Education and Research Program and co-created the NEST Collaborative virtual support network. She partners with: University of Nevada, Reno School of Medicine’s Sanford Center for Aging Carol Woods Retirement Community Changing Aging Tour State agencies (ADSD, DPBH) International research institutes (Schlegel-University of Waterloo)

Marcia C. LinnView profile

Professor

• Assessment and Educational Measurement
• Cognitive Development
• Computer-Mediated Learning
• +22 more

Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science at the University of California, Berkeley, School of Education. She is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science (AAAS), the American Psychological Association, the Association for Psychological Science, and the International Society of the Learning Sciences (ISLS). She has held leadership roles, including President of the ISLS, Chair of the AAAS Education Section, and board memberships at the Educational Testing Service, the McDonnell Foundation, and the National Science Foundation Education and Human Resources Directorate. Ph.D., Stanford University, Educational Psychology Postdoctoral experiences: Geneva (Jean Piaget), Israel (Fulbright Professor), London (University College) Fellow, Center for Advanced Study in Behavioral Sciences (three terms) Marcia C. Linn’s research focuses on science education, technology integration, and learning environments. She explores how technology can enhance knowledge integration, curriculum design, and equity in education, with an emphasis on urban schooling, gender equity, and policy analysis. Her work bridges school and non-school learning contexts, prioritizing participatory research and practitioner knowledge to inform educational practices. National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research She has authored influential books, including Computers, Teachers, Peers (2000) and Science Education and Technology (2011), and chairs the Technology, Education—Connections (TEC) series for Teachers College Press. Her professional affiliations span the Learning Sciences and Human Development Cluster and Social Research Methodologies at UC Berkeley.

Lauren B CattaneoView profile

Clinical Professor

• Empowerment
• Resilience
• Community-Based Learning
• +6 more

Dr. Lauren B Cattaneo, a Clinical Professor at George Mason University's Clinical Psychology Program, focuses on community psychology, marginalized populations, and social justice. Her work bridges individual experiences with systemic inequities, emphasizing partnership with community organizations in research and advocacy. Doctorate in Clinical/Community Psychology from University of Maryland (2001) Faculty at George Mason University since 2003 Her research centers on empowerment and resilience among survivors of intimate partner violence, exploring survivor-centered practices and systemic barriers. She also investigates transformative education strategies to cultivate civic engagement and social change. Recent publications highlight intersections of policy gaps in housing assistance for survivors, religious help-seeking dynamics, and structural factors influencing trauma responses. Her work spans empirical studies, theoretical frameworks, and service-learning pedagogy. Scientific awards include recognition for teaching and mentorship from George Mason University and the Society for the Psychological Study of Social Issues. Supervised 11 PhD students, including Kevin Ramseur II and Tahani Chaudhry Currently teaches courses on psychopathology, therapeutic communication, and social change

Nick NaumovView profile

Senior Lecturer

• Heritage Tourism
• Tourism Geography
• Hospitality Management
• +4 more

Dr Nick Naumov is a Senior Lecturer in Hospitality & Tourism Management at the University of Northampton, affiliated with the Events, Tourism & Hospitality department within the Centre for Sustainable Business Practices. His research focuses on critical heritage studies, tourism geography, and niche tourism forms, with particular expertise in post-socialist Eastern Europe, cultural heritage interpretation, and hospitality management innovations. He holds a PhD in Human Geography from King's College London, an MSc in International Tourism from the University of Bedfordshire, and an MBA in Tourism Management from Assen Zlatarov University. Education: PhD (2019), MSc (2011), MBA (2009), BSc (2007) Industry Background: Front Office Operations, F&B Management in Bulgaria/UK/USA Research interests span residents' tourism perceptions, sustainable tourism development, service quality, and qualitative methodologies. His work contributes to UN SDGs related to education and sustainable development. He teaches across undergraduate and postgraduate programs, including BA International Tourism Management and MA International Hotel Management. Recent publications explore cultural tourism dynamics, post-pandemic hospitality trends, and the socio-political dimensions of heritage. He collaborates with the Council of Europe on cultural routes initiatives and oversees academic partnerships in Greece, Singapore, Myanmar, and Sri Lanka.

Constance GordonView profile

Assistant Professor

• Environmental Communication
• Food Justice
• Ecological Justice
• +7 more

Constance Gordon is an Assistant Professor of Communication Studies at San Francisco State University (SFSU), affiliated with the College of Liberal and Creative Arts. She serves as core faculty and advisor in Climate HQ, supporting the Climate Change Certificate Program and Climate Justice Leaders Initiative. As Art Director of Cultural Studies and Editorial Board member for Environmental Communication, her interdisciplinary work bridges communication studies with environmental and food justice movements. Her research focuses on intersectional critiques of land, labor, and housing dispossession through mutual aid networks and power mapping. Gordon holds a Ph.D. and M.A. in Communication (Rhetoric & Culture) from the University of Colorado Boulder, with certificates in Development Studies and Comparative Ethnic Studies, alongside a B.A. in International Relations from SFSU. Her research explores creative public pedagogy in organizing spaces, published in journals like Environmental Communication, Cultural Studies, and the Quarterly Journal of Speech. She co-authored the 2024 textbook Rhetorical Histories of Social Movements in the U.S. . Teaching includes courses on environmental justice, critical organizational communication, and climate leadership practicums. Gordon actively participates in the California Faculty Association and advocates for equitable food systems through collaborative research projects. Her work emphasizes transdisciplinary approaches to climate justice, integrating grassroots organizing strategies with academic scholarship. Recent publications analyze abolition ecology, mutual aid networks, and food systems governance, reflecting her commitment to praxis-oriented research addressing systemic inequities. Gordon’s academic service includes editorial roles and graduate mentorship, reinforcing her role as a thought leader in environmental communication studies.

John ParkinsonView profile

Professor

• behavioral psychology
• cognition and emotion
• health promotion
• +10 more

John Parkinson is Professor of Behavioral Psychology at Bangor University's School of Psychology and Sport Science, where he directs the Wales Centre for Behaviour Change and collaborates with Public Health Wales Behavioural Science Unit. His academic journey began with a BA (Hons) from Durham University followed by a PhD from the University of Cambridge, establishing his foundation in the psychological mechanisms underlying health behaviors. His educational background includes: PhD, University of Cambridge BA (Hons), Durham University Parkinson's research centers on the critical interface between cognition and emotion in health contexts, with particular focus on how motivational signals interact with cognitive processes to influence behavior. His work integrates dual-process theory with contemporary behavior models like COM-B, examining attentional bias, memory processes, and decision-making in health contexts. Recent investigations explore the impact of positive emotional states on cognition and the nature of stimulus-induced behaviors in addictive contexts. Analysis of his 15 most recent publications reveals a consistent trajectory toward applied behavioral science with increasing emphasis on health equity and systemic approaches. His work spans cognitive psychology, public health, and behavioral economics, with growing attention to real-world implementation of behavior change interventions across diverse populations and settings. Parkinson actively supervises PhD students and leads significant research initiatives, including: APPLIED LEARNING FOR PREVENTATIVE HEALTH ACADEMY (ALPHAcademy) - Welsh Government-funded £1.2m program (2021-2025) PHW RFQ RA346311 Insight Study on hypertension services engagement (2024-2025) Financial analysis of obesity impact on Cwm Taf Morgannwg University Health Board (2024-2025) BU-IIA Funded Project on Covid-19's transition to endemicity in Wales and Kentucky (2022-2023) As Director of the Wales Centre for Behaviour Change (2013-2022), he established a collaborative hub applying behavioral science to real-world challenges, working with both public and private sector organizations to develop evidence-based interventions for sustainable lifestyles and economic prosperity.

Kenneth HaggertyView profile

Associate Professor

• Library and Information Science
• Digital Initiatives
• Open Access Publishing
• +4 more

Dr. Kenneth Haggerty is Associate Dean for Innovation and Scholarly Engagement and Associate Professor at the University of Memphis Libraries. He provides leadership for institutional repositories, open access journal publishing, open educational resources, strategic planning, and digital initiatives. His administrative responsibilities include oversight of the Digital Commons platform and scholarly engagement programs. Education includes: Ph.D. in Information Science & Learning Technologies, University of Missouri (2016) M.L.I.S. in Library & Information Science, University of Alabama (2011) B.A. in History, Rhodes College (2009) Research focuses on transformative approaches in library science, including digital resource integration, open educational models, information literacy pedagogy, and usability of library systems. His work critically examines how libraries adapt to technological change while maintaining core educational values. Publications demonstrate consistent focus on digital innovation in academic libraries, with recurring themes in open access publishing (21% of works), information literacy instruction (29%), and usability/digital interface design (21%). Recent scholarship shows increased emphasis on institutional repository management and open educational resources.

Shawn AlborzView profile

Teaching Professor

• Management Information Systems
• IT Outsourcing
• Talent Management
• +3 more

Shawn Alborz serves as a Professor of Instruction in the Management Department at the Naveen Jindal School of Management, University of Texas at Dallas, bringing extensive industry experience and scholarly expertise to his academic role. His educational credentials include: PhD in Management Information System, University of Melbourne (2010) EMBA in Business Administration, Peperdine University (2001) BS in Information Systems Management, University of San Francisco (1999) Dr. Alborz's research examines critical intersections between information technology and organizational dynamics, with primary focus areas in Management Information Systems, IT Outsourcing, Talent Management, Agile Practices, Learning Organizations, and Cross-Cultural Management. His work consistently investigates how relationship quality, cultural contexts, and management practices impact project outcomes and organizational effectiveness, bridging theoretical frameworks with practical industry applications. Analysis of his 15 most recent publications reveals an evolving research trajectory from foundational IT outsourcing studies (2003-2007) toward contemporary explorations of agile methodologies, talent definition frameworks, and cross-cultural dynamics in global business environments (2016-2024), demonstrating sustained scholarly contribution across multiple disciplines. His scholarly recognition includes: Best Paper award at the International Academy of Business and Public Administration Disciplines Conference (2016) With over 15 years of professional experience including senior roles at HP (1989-2008) as Senior Program Manager and various leadership positions, Dr. Alborz integrates real-world insights into his academic work. His industry background spans IT strategy development, relationship management, outsourcing, and leadership development, informing his research on practical organizational challenges. While specific grant details aren't provided, his publications in Engineering Management Journal, International Journal of Management, and IBIMA proceedings demonstrate rigorous scholarly output. No dedicated research labs or specialized teams are referenced in the available information.