Find Academic Supervisors

• Corpus Linguistics
• Applied Linguistics
• Theoretical Linguistics
• +3 more

Professor Tony McEnery is a Distinguished Professor of English Language and Linguistics at Lancaster University, where he has held various senior roles, including Dean of the Faculty of Arts and Social Sciences (2008–2014) and Head of the Department of Linguistics and English Language (2000–2005). His research focuses on corpus linguistics, applied linguistics, and sociolinguistics, with notable contributions to corpus-based analyses of historical medical discourse, media representation of Islam, and swearing in English. He has led major research projects, including the ESRC Centre for Corpus Approaches to Social Science (CASS) and the Trinity Lancaster Corpus. McEnery has secured over £10 million in research funding and holds visiting professorships at institutions worldwide, including Zhejiang University of Media and Communications and Shanghai International Studies University. He is a Fellow of the Academy of Social Sciences, Trinity College London, and the Royal Society for the Arts. Education: No explicit details provided, but his career trajectory implies advanced degrees in linguistics. Research Interests: Corpus linguistics applications in theoretical and applied linguistics, historical language analysis, and language as a socially situated phenomenon. McEnery’s work extends to interdisciplinary collaborations, including projects with the Environment Agency and the Home Office. His teaching includes summer schools in corpus linguistics and a Futurelearn MOOC, reaching tens of thousands globally. He advises on research funding for international bodies like the Irish Research Council and the Qatar National Research Foundation. Grants and Awards: Queen’s Anniversary Prize (2015), Changjiang Chair (2021), and multiple fellowships. Current grants include the Lancaster-Northern Arizona corpus and the Trinity Lancaster Corpus projects. Advising and Labs: Supervises postgraduate students in linguistics and collaborates with teams like the ESRC CASS Centre and UCREL (University Centre for Computer Corpus Research on Language).

• Science and Technology Studies
• Expertise Studies
• Public Understanding of Science
• +5 more

Professor Robert Evans is a faculty member in the School of Social Sciences at Cardiff University, affiliated with the Centre for Study of Knowledge Expertise and Science (SEE). His research focuses on expertise studies, exploring its nature, distribution, and role in science, technology, and democracy. Evans has contributed to foundational work on the 'Third Wave of Science Studies,' including the Periodic Table of Expertises and the Imitation Game method to assess interactional expertise. His academic journey began at Cardiff University in 1998, following postdoctoral roles at Newcastle University and the LSE. He has held leadership roles, including Deputy Head of School and Director of Teaching and Learning. Evans' work bridges sociology, science policy, and democratic theory, addressing topics like citizen science, populism, and the ethical use of scientific consensus in legal and political contexts. Key research contributions include examining technological decision-making in public domains, the role of judges in evaluating scientific evidence, and expanding citizen science methodologies beyond data collection. His recent ERC-funded Imitation Game project explores social fluency and identities, with findings contributing to MIT Press' forthcoming book. Evans is an editorial board member for journals like Social Studies of Science and has advised on science policy during the early stages of the UK's pandemic response. He actively engages in public debates through platforms like The Conversation , emphasizing the intersection of expertise and democratic processes.

Katherine MilkmanView profile

Professor

• Behavioral Economics
• Judgment and Decision Making
• Behavior Change
• +3 more

Katherine L. Milkman (Katy) is the James G. Dinan Professor at the Wharton School of the University of Pennsylvania, with secondary appointments in Penn's Perelman School of Medicine and School of Arts & Sciences. She co-founded and co-directs the Behavior Change for Good Initiative, a research center dedicated to advancing the science of lasting behavior change. Her work integrates economics and psychology to address challenges like savings, exercise adherence, vaccination rates, and discrimination through large-scale field experiments. Education: PhD in Computer Science and Business from Harvard University; Bachelor's degree (summa cum laude) in Operations Research and Financial Engineering from Princeton University. Research Focus: Milkman's research leverages big data and behavioral science to understand decision-making failures (e.g., self-control, discrimination) and design scalable interventions. Her recent work emphasizes: Nudge-based strategies for education, health, and finance Diversity enhancement in organizational settings Habit formation through incentive structures Publication Trends: Her 15 most recent articles (2022-2025) primarily involve megastudies testing behavioral interventions. Key themes include: leveraging email/reminders to improve math education and vaccination rates; addressing loan delinquency through nudges; and using stereotyping dynamics to increase diversity in hiring. Over 80% employ field experiments across healthcare, finance, and education sectors. Awards & Honors: Thinkers50 Top Management Thinker (2021, 2023) Schmidt Futures Innovation Fellow (2022) Fellow, Association for Psychological Science (2020) Multiple teaching awards from Wharton (2015, 2016) William F. O’Dell Award for impactful research (2017) Advisory & Grants: Milkman has advised major organizations including The White House, Google, Walmart, and the U.S. Department of Defense. Her Behavior Change for Good Initiative secures funding for large-scale social impact research. She hosts Schwab's behavioral economics podcast Choiceology and contributes to policy through op-eds in The New York Times and Scientific American . Labs & Teams: Co-directs the Behavior Change for Good Initiative, collaborating with interdisciplinary researchers (e.g., Angela Duckworth, Sendhil Mullainathan) on longitudinal studies. The initiative designs and tests interventions across health, education, and savings domains.

Bogusława WhyattView profile

Professor

• Psycholinguistics
• Translation Studies
• Translation Process Research
• +5 more

Bogusława Whyatt is a Professor at the Faculty of English, Adam Mickiewicz University, Poznań. She holds a D.Litt. in linguistics (2014), Ph.D. in English (2000), and MA in English (1992) from Poznań institutions. Her academic profile spans psycholinguistics, translation studies, and cognitive approaches to translation processes. Key research themes include: Translation process dynamics and directionality effects Eye-tracking applications in translation reception studies Development of translation competence and pedagogy Psycholinguistic analysis of language processing Metacognitive skill transfer between translation and paraphrasing Recent publications focus on cognitive effort metrics, directionality impacts, and empirical methodologies combining eye-tracking and key-logging data. She leads major projects like Read Me (2021-2025) and EDiT (2016-2019), examining translated text reception and translation directionality respectively. Scientific honors include three consecutive Adam Mickiewicz University Rector's Awards for Organizational Excellence (2018, 2023, 2024). She supervises PhD research in translation cognition and has mentored four doctoral candidates to completion. Active in professional networks like the MC2 Lab and TREC consortium, she contributes to cognitive translation studies through methodological innovations and international conference organization. Her methodological expertise includes psychometrics, EEG research, and ATLAS.ti data analysis tools.

Christian UnkelbachView profile

Professor

• Social Cognition
• Evaluative Judgments
• Information Ecologies
• +6 more

Christian Unkelbach is Professor of Social Psychology at the Department of Psychology, Faculty of Humanities, University of Cologne, where he leads the Unkelbach Group. His research spans multiple domains of social and cognitive psychology with significant contributions to understanding evaluative processes. His primary research interests include Social Cognition, Evaluative Judgments, Information Ecologies, Stereotypes and Prejudice, Evaluative Learning, Fluency Effects, and Sport Psychology. Unkelbach's work examines how humans process evaluative information in social contexts, with particular focus on the truth-by-repetition effect , evaluative conditioning , and cognitive ecological frameworks that explain why certain information patterns dominate social cognition. His research demonstrates how repetition increases belief in information , how attributes become associated through mere pairings , and why positive information is processed more efficiently than negative information. Analysis of his recent publications reveals a consistent trajectory examining the relativity of social cognition , truth effects across contexts , and metacognitive awareness of cognitive biases . His work increasingly integrates cross-linguistic perspectives and examines real-world applications in media consumption and social judgment. Honorary Doctorate from UCLouvain (2025) ISCON Best Paper Award 2020 Speaker of DFG Research Unit FOR2150 'Relativity in Social Cognition' (2017-2021) Emmy Noether Research Grant (DFG, 2009-2013) Feodor Lynen Research Scholarship (Alexander von Humboldt Foundation) Fulbright Scholarship Unkelbach has advised numerous doctoral researchers including Andreas Miculka, Anne Irena Weitzel, Felix Speckmann, Lea Sperlich, and Tabea Zorn. His research group has secured multiple C-SEB grants for projects examining social cognition phenomena. The Unkelbach Group maintains active collaborations with international researchers across Europe and North America, with recent work funded through the DFG Research Unit on Relativity in Social Cognition. The Unkelbach Group laboratory at Richard-Strauss-Str. 2 in Cologne comprises postdoctoral researchers, doctoral candidates, and student assistants working on experimental paradigms examining evaluative learning, truth effects, and social judgment processes. Current projects investigate cross-linguistic truth effects, metacognitive monitoring of repetition effects, and ecological validity in social cognition frameworks.

Oliver AlonzoView profile

Assistant Professor

• Human-Computer Interaction
• Computing Accessibility
• Digital Accessibility for People with Disabilities
• +3 more

Oliver Alonzo is an Assistant Professor in the School of Computing at DePaul University. His academic journey includes a Ph.D. in Computing and Information Sciences from the Rochester Institute of Technology, a B.S. in Computer Science from Creighton University with minors in Graphic Design and Musical Theatre. Prior to joining DePaul, he served as a post-doctoral assistant professor at Creighton University and completed internships at Meta (Facebook) and Adobe Research. Dr. Alonzo's research focuses on Human-Computer Interaction and Computing Accessibility, with particular emphasis on creating technologies that improve digital access for people with disabilities, especially those who are Deaf or Hard-of-Hearing (DHH). His work spans several key areas: Design and evaluation of automatic text simplification tools for DHH readers Captioning and visualization of non-speech sounds in multimedia content Accessibility solutions for social media platforms Tools to assist American Sign Language learners Multimedia accessibility in emerging technologies like virtual reality His recent publications demonstrate a consistent focus on developing and evaluating accessibility technologies through rigorous user-centered design with DHH communities. His research has evolved from foundational work on text simplification and sign language interfaces to broader explorations of digital accessibility across multiple platforms and contexts. Dr. Alonzo has received notable recognition for his work, including: CHI 2025 Honorable Mention for research on Deaf and Hard-of-Hearing user experiences with misinformation on social media An NSF CRII grant for a two-year project focused on making videos accessible by design for Deaf, Hard-of-hearing, Blind and Low-Vision viewers As an educator, Dr. Alonzo teaches courses including HCI 440 Introduction to User-Centered Design, HCI 445 User Research Methods, and HCI 511 Accessibility Considerations in HCI. His teaching philosophy emphasizes practical, hands-on learning experiences that connect theoretical concepts to real-world accessibility challenges. Outside academia, Dr. Alonzo is fluent in Spanish, English, and Portuguese, and is learning American Sign Language. He has a background in musical theatre and enjoys black & white photography, which informs his creative approach to accessibility research.

Piet DesmetView profile

Professor

• Second Language Acquisition
• Computer-assisted Language Learning
• Instructional Design
• +7 more

Piet Desmet is a full professor at KU Leuven's Faculty of Arts, serving as vice rector of KU Leuven, Kulak Kortrijk Campus, and academic director of the Office of the Academic Director, Bruges Campus. He leads multiple research divisions including itec and its Language and Technology subdivision, and is a member of Leuven.AI - KU Leuven Institute for Artificial Intelligence. As general coordinator of itec and academic director of the imec smart education research program, he oversees significant research initiatives spanning multiple campuses. Desmet's research focuses on the intersection of language learning and technology, with particular expertise in Second Language Acquisition and Technology, Computer-assisted Language Learning (including AI-based chatbots), Learning Analytics, and Language Technology and Corpus Linguistics. His work explores intelligent feedback systems, linguistic complexity prediction, adaptive testing, and natural language processing applications for educational contexts. His research spans theoretical linguistic frameworks to practical educational implementations, with a strong emphasis on empirical validation of technological interventions in language learning. Analysis of Desmet's recent publications reveals a strong trajectory toward integrating artificial intelligence with language education, particularly through conversational AI and learning analytics. His work increasingly focuses on chatbot-assisted language learning, adaptive assessment systems powered by large language models, and the application of computational linguistics to educational problems. The publications demonstrate a consistent methodological approach combining theoretical linguistics with empirical educational research, often employing eye-tracking, ERP studies, and learning analytics to evaluate effectiveness. Desmet actively supervises numerous PhD students and leads multiple major research projects including Smart Education at Schools (2025-2026), Enhancing EFL Learners' Speaking Ability through Chatbot-Assisted Dynamic Assessment Powered by LLMs (2024-2028), and the Flanders Ed Tech Hub (2022-2025). His research portfolio demonstrates significant funding success across multiple national and international initiatives focused on educational technology and language learning. As head of itec (an imec research team at KU Leuven), Desmet leads a substantial research ecosystem focused on smart education technologies. The itec team collaborates extensively with Leuven.AI and the KU Leuven Educational Research Institute (LIVO), creating a multidisciplinary environment that bridges computational linguistics, educational psychology, and artificial intelligence. Recent initiatives include the 'AI in Education' online training course and the network for Edtech and Learntech in Flanders.

• Sociolinguistics
• Phonetics
• Multilingualism
• +5 more

Dr. Anne-France Pinget is an Assistant Professor in Linguistics at Utrecht University's Department of Languages, Literature and Communication, where she has been working since 2015. She is embedded within the Institute for Language Sciences (ILS) and holds an active position in the research domain of Language structure: variation and change. Her academic journey began with a PhD completed in 2015 on 'The Actuation of Sound Change,' supervised by Prof. Hans Van de Velde and Prof. René Kager, funded by an NWO doctoral scholarship. Her research spans three interconnected domains: sociolinguistics (sound change, imitation, language attitudes), sociophonetics, and language acquisition (acquisition of variation, language policy, fluency, accent, and attitudes). She has taught various courses primarily focused on Sociolinguistics at Utrecht University and has been involved in multiple educational programs including Linguistics (BA & RMA), Multilingualism and Language Acquisition (MA), and Language and Cultural Studies (BA). Her recent publications demonstrate a consistent focus on language variation and change, with particular attention to Dutch language phenomena, accent recognition, and multilingual contexts. Her work combines experimental and sociolinguistic approaches, often examining the intersection of social factors and phonetic variation. Scientific Contributions: NWO XS Project (2023-2024): 'Growing up in multilectal and multilingual Netherlands: The acquisition of sound variation by primary school children' Editor of Journal Nederlandse Taalkunde/Dutch Linguistics (2022-present) Member of editorial team for Journal Glossa Psycholinguistics (2023-present) Treasurer of NVFW (Netherlands Association for Phonetic Sciences) (2018-present) Dr. Pinget has been actively involved in academic service, serving on Utrecht University's Examination Board (2017-present), previously as a member of the Ethics Committee (2017-2020) and Study Programme Committee (2016-2018). She also contributed to the development of laboratory and experimental sociolinguistic research as a postdoctoral researcher at the Fryske Akademy (2021-2025).

• STEM Integration
• Engineering Education
• K-12 Mathematics and Science Education
• +4 more

Tamara Moore is a Professor of Engineering Education at Purdue University, holding the title of Purdue University Faculty Scholar . She is affiliated with the School of Engineering Education , part of Purdue's College of Engineering. Her research focuses on integrating engineering principles into K-12 and higher education curricula to enhance STEM learning through computational thinking, systems thinking, and interdisciplinary approaches. Education: Ph.D., Engineering Education, Purdue University M.S.Ed., Mathematics Education, Purdue University B.S.E., Interdisciplinary Engineering, Purdue University B.S., Mathematics with minor in Mathematics Education, Purdue University Research Interests: Dr. Moore investigates how engineering methodologies (e.g., design thinking, systems analysis) can be used to improve mathematics and science education at all levels. She develops curricula and professional development programs for teachers, emphasizing STEM integration through projects like the STEM Road Map and Engineering Design-Based Curricula . Her work explores computational thinking in early childhood, microelectronics education, and the use of evidence-based reasoning in student projects. Key Contributions: Authored the STEM Road Map framework for K-12 integrated education Developed curricula like Turn the Lights On! and Mineral Mayhem Conducted studies on microelectronics awareness and systems thinking in synthetic biology Advocated for inclusive computational thinking education in early childhood Awards: Purdue University Faculty Scholar (current) Lab & Teams: Her research is conducted from the WANG 3514 Lab , focusing on teacher professional development, student learning trajectories, and curriculum design. Collaborates with interdisciplinary teams on NSF-funded projects like EngrTEAMS: Engineering to Transform the Education of Analysis, Measurement, and Science .

Shobana Nair PartingtonView profile

Associate Professor

• Hospitality Management
• Tourism Management
• Events Management
• +5 more

Dr. Shobana Nair Partington serves as Head of the Department for Operations, Technology, Events, and Hospitality Management at Manchester Metropolitan University's triple-accredited Business School, leading a team of 60 academic staff serving over 2,000 students. With over 20 years of academic leadership experience, she also holds strategic university roles as Academic Co-Chair for the Race Equality Charter and Academic Co-Director for Accreditation. Her international teaching engagements span Switzerland, Bulgaria, and Malaysia, reflecting her global perspective on business education. Her educational foundation includes a Master's degree in Economics from the University of Leeds, funded by a Foreign and Commonwealth Office scholarship, and doctoral research at Manchester Metropolitan University supported by the Low Pay Commission. These qualifications underpin her evidence-based approach to labor market analysis. Shobana's research centers on systemic inequalities in hospitality employment, with particular focus on pay practices, working conditions, and minimum wage impacts. Her work bridges economic theory and practical industry applications, examining how structural factors shape employee experiences in service sectors. She integrates psychological safety frameworks with innovation studies to develop actionable insights for organizational change. Analysis of her publication trajectory reveals persistent themes in hospitality labor economics, with evolving emphasis from foundational minimum wage studies toward contemporary investigations of psychological safety and innovation. Her research consistently connects policy implications with operational realities in hotels, cruise ships, and tourism enterprises. Her scholarly contributions have been recognized through: Senior Fellowship of the Higher Education Academy Fellowship of the Institute of Professional Development As an academic supervisor, she has guided six PhD candidates to completion on topics ranging from hotel information systems to tourist transport experiences. Her department drives innovation through the Digital & Technology Solutions degree apprenticeship and applied research initiatives that help businesses adapt to technological disruption. She actively serves on the Chartered Association of Business Schools' Learning, Teaching and Student Experience Committee and as a Senator for the Institute of Professional Development. The department operates as a dynamic hub for industry-engaged scholarship, with faculty from diverse nationalities developing curricula that integrate digital fluency, data analytics, and creative problem-solving. Their research directly informs sector practices while addressing critical challenges like student award gaps and workplace inclusion through the Race Equality Charter framework.

Stefan ZeisbergerView profile

Associate Professor

• Behavioral Finance
• Experimental Finance
• FinTech
• +2 more

Stefan Zeisberger is an Associate Professor of FinTech and Experimental Finance at the University of Zurich's Department of Finance, with a secondary affiliation as Professor at Radboud University. His research focuses on behavioral finance, experimental finance, FinTech, risk perception, and decision making. His publications frequently explore investor behavior, market anomalies, and experimental methodologies. Recent works (2023-2024) investigate cryptocurrency arbitrage, impact investing, and nonstandard errors in financial research.

• Physics Education
• Computational Science Education
• STEM Education
• +3 more

Danny Caballero is a Professor at Michigan State University with joint appointments in the Department of Physics & Astronomy and the Department of Computational Mathematics, Science and Engineering . He holds the Lappan-Phillips Chair of Physics Education and co-directs the Physics Education Research Lab , while also serving as a principal investigator for the Learning Machines Lab and research faculty at the University of Oslo’s Center for Computing in Science Education. His research focuses on: How computational tools and scientific practices influence learning Cognitive and sociocultural theories in STEM education Departmental valuation of computational methods WCAG-compliant open educational resource development Recent publications highlight: Statistical modeling in physics education Computational literacy assessment Graduate admissions policy analysis Machine learning applications in educational assessment Scientific recognitions include: Lappan-Phillips Chair (2025) $300,000 NSF grant for computational education tools Additional roles: Founder of OER-Forge platform Union of Tenure System Faculty organizer Editor for upcoming Computing in Physics Education book

Emily BouckView profile

Professor

• Special Education
• Mathematics Education
• Technology in Education
• +5 more

Emily Bouck is a Professor and Associate Dean for Research at the College of Education, Michigan State University. Her research focuses on mathematics education for students with disabilities and at-risk populations, emphasizing response to intervention (RtI), virtual manipulatives, and technology integration. She holds a Ph.D. from Michigan State University. Her work addresses instructional strategies for students with disabilities, including virtual manipulatives, non-immersive VR, and evidence-based practices in math interventions. Key areas include life skills development, transition planning for students with intellectual disabilities, and online education post-pandemic. Bouck’s research spans elementary to secondary levels and explores topics like fraction instruction, algebra support, and computational fluency through games and technology. Bouck advocates for inclusive education practices and has contributed to systematic reviews on math interventions for autism spectrum disorder (ASD) and intellectual disabilities. Her studies often compare virtual and concrete manipulatives, emphasizing accessibility and generalization of skills. Recent work highlights the use of video modeling, schema-based instruction, and collaborative teacher leadership in special education settings. Her role as Associate Dean for Research underscores her commitment to advancing research in special education policies, transition services, and technology-driven solutions for students with extensive support needs.

Jared IzumiView profile

Assistant Professor

• School Psychology
• School Mental Health
• Social-Emotional Learning (SEL)
• +7 more

Jared Izumi, Ph.D., is an Assistant Professor in the School Psychology program at the Attallah College of Educational Studies, Chapman University. He is also appointed to the faculty of the Ph.D. in Education program and serves as an associate researcher with FastBridge Learning. His professional credentials include being a licensed psychologist and a Nationally Certified School Psychologist, with prior practice experience in Missouri and California. University: Chapman University School: Attallah College of Educational Studies Department: School Psychology Academic Rank: Assistant Professor Dr. Izumi's research centers on school mental health, with a focus on universal screening for social-emotional and behavioral (SEB) risks. He investigates the psychometric properties of screening tools like the SAEBRS, particularly examining differential item functioning by race, gender, and grade level. His work also explores the effectiveness of dialectical behavioral therapy (DBT)-based social-emotional learning curricula in high schools and the use of virtual reality to assess SEL skills in youth. These efforts aim to improve early identification and equitable support for students at risk. His recent publications reveal a strong trend in educational assessment, particularly in SEB screening and reading interventions. He examines both behavioral and academic domains, emphasizing data-driven decision-making, equity in assessment, and personalized intervention strategies. His work often involves large-scale datasets and collaborative research with experts in school psychology and special education. Dr. Izumi has not been mentioned with specific scientific awards in the provided texts. However, his active research collaborations and publications in high-impact journals indicate scholarly recognition. He advises students within the School Psychology and Ph.D. in Education programs, though specific advisee names are not listed. His research has been supported through academic and research partnerships, including FastBridge Learning. His current projects include implementing universal screening systems and evaluating innovative SEL curricula. Dr. Izumi is involved in research teams focused on school-based mental health and academic interventions. His collaboration with FastBridge Learning suggests engagement with a larger research and assessment development team aimed at improving educational outcomes through evidence-based tools.

• Engineering Education
• Self-efficacy
• Team Interactions
• +6 more

Dr. Senay Purzer is a Professor of Engineering Education at Purdue University's School of Engineering Education in West Lafayette, Indiana. Her office is located in ARMS 1331 with a research lab in WANG 3583. Her educational background shows she has established herself as a prominent researcher in engineering education, with particular expertise in understanding how students learn engineering concepts and develop design skills. Dr. Purzer's research focuses on the relationship between self-efficacy beliefs, team interactions, and student achievement; student interactions in diverse teams; the role of group argumentation in engineering design; and P-12 engineering education. Her recent publications (2023-2025) demonstrate a growing emphasis on ethical considerations in engineering design, data management, and socially transformative approaches to engineering education that address diversity, equity, and sustainability concerns. Her scholarly work spans numerous areas including design reasoning, innovation processes, assessment methodologies, and the integration of engineering concepts into K-12 education. She has published extensively in journals such as the Journal of Pre-College Engineering Education Research (J-PEER), where she has contributed annual reports and conceptual frameworks. Dr. Purzer actively collaborates with other researchers in the field, particularly with colleagues like Quintana on projects related to semantic fluency in design reasoning and argumentation processes. She is currently recruiting graduate students to work on research projects focused on engineering teamwork, diversity in engineering teams, and argumentation in engineering design.