Find Academic Supervisors

Lynette C. DawsView profile

Professor

• Neuroscience
• Pharmacology
• Psychiatric Disorders
• +4 more

Lynette C. Daws is a Professor in the Department of Cellular & Integrative Physiology at the University of Texas Health Science Center at San Antonio. Her research focuses on biogenic amine transporters, particularly their roles in psychiatric disorders like depression and addiction, and how these transporters are modulated by therapeutics and drugs of abuse. She holds dual appointments in Pharmacology and leads the Daws Lab, which uses in vivo chronoamperometry, biochemical, and behavioral methods to study monoamine transporters such as SERT, DAT, and OCT3. Education: B.S. (Honors) and Ph.D. from Flinders University of South Australia (1989-1994). Research Interests: Neurotransmitter transporter regulation Substance use disorders Depression pathophysiology Novel therapeutic drug development Organic cation transporter biology Recent Work Trends: Emphasis on OCT3's role in serotonin clearance, interactions between insulin and dopamine transporters in eating disorders, and translational research targeting OCT3 for addiction treatment. Over 100 peer-reviewed publications spanning 1991-2025, including influential work on transporters in psychiatric comorbidities. Grants/Advising: Actively recruiting Ph.D. students. Collaborates with medicinal chemists and pharmacologists globally. Manages research programs funded by NIH and other agencies. Labs/Teams: Director of the Daws Lab, part of the Integrated Biomedical Sciences program. Active in the South Texas Medical Scientist Training Program.

• Developmental Psychology
• Family Psychology
• Child Mental Health
• +6 more

Professor Bonamy Oliver is a Professor of Developmental and Family Psychology at University College London's IOE - Faculty of Education and Society, leading the Mental Health, Wellbeing and Education Network. Her research focuses on children’s mental health, family relationships, and behavioral genetics. She developed the ESO observation tool, enabling remote parent-child interaction assessments, now used globally. She holds a prestigious 2023 ACAMH Impact Award and contributes to NICE guidelines. Academic roles include Associate Professor (2020-2024) and promoted to full Professor in 2024. She chairs IOE’s Mental Health and Wellbeing Network and directs NurtureLab. Education: PhD in Psychology and Behavioural Genetics (King’s College London, 2006), postdoctoral training at King’s College, followed by faculty roles at Sussex and Goldsmiths. Collaborations span UCL’s Institute of Mental Health, ICH GOS Mental Health Strategic Initiative, and the Accessible Genetics Consortium. Research interests include genetic influences on child development, intervention efficacy, and bridging academic-practitioner gaps. Recent work emphasizes mindful parenting, sibling dynamics, and resilience mechanisms. Articles (2024–2025) address parent-child relationships, polygenic scores in psychopathology, and cross-cultural studies of household chaos. Awards: ACAMH Impact Award (2023), NICE Guidelines contributor Leadership: Chair of IOE’s Mental Health Network, Director of NurtureLab Key Projects: ESO tool, CoTEDS children-of-twins study Advising and grants include interdisciplinary collaborations on child mental health interventions. Labs/Teams: NurtureLab at UCL, cross-institutional mental health initiatives.

Michael HendersonView profile

Lecturer

• Adult Education
• Vocational Education
• Higher Education
• +4 more

Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.

Kristine Beate WalhovdView profile

Professor

• Cognitive Neuroscience
• Neuropsychology
• Brain Aging
• +5 more

Kristine Beate Walhovd is a Professor at the Department of Psychology , University of Oslo, and co-leader of the Center for Lifespan Changes in Brain and Cognition (LCBC) . She is affiliated with the UiO:Life Science initiative and has led major projects like Lifebrain (€2.5M) and Neurocognitive Plasticity (ERC Starting Grant, €1.5M). Current roles: Professor (since 2016), Co-leader of LCBC Key affiliations: University of Oslo, Lifebrain Consortium, UiO:Life Science Her research focuses on lifespan brain and cognitive changes , examining both positive/negative developmental trajectories from age 4 to 90. She studies interactions between biomedical risks (e.g., Alzheimer's, fetal drug exposure) and cognitive outcomes, employing MRI , DTI , and ERP methodologies. Recent publications highlight work on Alzheimer's biomarkers , sleep-brain interactions , memory consolidation , and fetal brain influences . Her 2025 papers in Scientific Reports and Neurobiology of Aging examine hippocampal stability and brain network segregation. Awards include: 2015 University of Oslo Research Prize (shared with Anders Fjell) 2011 Member, Norwegian Academy of Sciences and Letters 2006 His Majesty the King's Gold Medal for best doctoral thesis She supervises doctoral candidates and teaches cognitive neuroscience , experimental methods , and thesis writing .

Karin H. JamesView profile

Professor

• Cognitive Neuroscience
• Developmental Psychology
• Brain and Behavior
• +5 more

Karin H. James is a Professor and Director of Graduate Studies in the Department of Psychological and Brain Sciences at Indiana University Bloomington's College of Arts and Sciences, actively reviewing applications for Fall 2026 admissions. Her research program investigates how self-generated actions shape cognitive development through neural mechanisms. Her educational background includes: Post Doctoral Fellow, Vanderbilt University (2001-2003) Ph.D. in Psychology, University of Western Ontario (2001) M.A. in Psychology, University of Western Ontario (1998) B.S. in Psychology, University of Toronto (1996) B.A. in History, University of Toronto (1991) Dr. James' research centers on the neural correlates of learning, specifically how motor experience influences visual recognition across domains including object recognition, reading acquisition, language learning, and mathematical understanding. Using fMRI and behavioral methods, she examines how sensorimotor interactions during symbol production (e.g., handwriting) reconfigure brain networks for perception. Her work demonstrates that visual-motor contingency during learning creates lasting neural changes that enhance recognition, with implications for educational practices in literacy and numeracy development. Analysis of her 2018-2021 publications reveals consistent focus on embodied cognition principles, particularly how action-perception loops establish neural representations. Key themes include gesture-based learning in mathematics, visual-motor integration in symbol recognition, and category formation mechanisms, bridging cognitive neuroscience with developmental psychology through innovative methodologies like the MRItab neuroimaging tool. Dr. James maintains active membership in the Society for Research in Child Development (2007-present), Cognitive Neuroscience Society (2004-present), and Vision Sciences Society (2000-present), reflecting her interdisciplinary approach to learning mechanisms. As Director of Graduate Studies, she oversees program development and student mentorship while leading the Cognition and Action Neuroimaging Lab. Her research infrastructure includes specialized neuroimaging tools developed for naturalistic experimental paradigms, supporting investigations into how embodied experiences shape cognitive architecture from childhood through adulthood. The Cognition and Action Neuroimaging Lab develops cutting-edge methodologies like the MRItab touchscreen system to study naturalistic learning during fMRI scanning, focusing on how sensorimotor experiences during symbol production reconfigure neural networks for perception and recognition across developmental stages.

Inês BolinhasView profile

Assistant Professor

• Theology
• Religious Studies
• Philosophy of Religion
• +7 more

Inês Bolinhas is an Invited Assistant Professor at the Faculty of Human Sciences, Universidade Católica Portuguesa, and an active researcher at both the Research Centre for Psychological, Family and Social Wellbeing (CRC-W) and the Research Centre for Theology and Religious Studies (CITER). Her interdisciplinary work bridges theology, philosophy, and psychology, with a strong focus on medieval thought, particularly the writings of St. Thomas Aquinas. PhD in Theology/Philosophy Her research interests span Medieval Philosophy , Theology , Religious Studies , and the Psychology of Religion , with notable contributions on Mary Magdalene, divine foreknowledge, and religious symbolism. She has published extensively from 2003 to 2023, with recent works exploring St. Thomas Aquinas’s epistolary and theological interpretations. The analysis of her articles reveals a consistent engagement with theological anthropology , moral philosophy , and historical theology , particularly in medieval and early modern contexts. Her work often intersects with psychological wellbeing and spiritual identity , reflecting her dual affiliation with psychology and theology research centers. She has been recognized with two scientific distinctions: Prémio de Tradução Científica e Técnica - Menção Honrosa (2005) I. Kant Prize (2015) for her work on divine foreknowledge in St. Thomas Aquinas In terms of academic service, Inês Bolinhas has participated in national and international research projects such as COLIVING2020 and CEFH, and has delivered oral presentations on topics like superstition and historical consciousness. While no formal advisees are listed, her collaborative research projects involve numerous junior researchers and students. She is actively involved in interdisciplinary teams focusing on public theology, mental health, and cultural ecology.

• Evolutionary Biology
• Sexual Selection
• Mate Choice
• +7 more

Professor Robert Brooks is a Scientia Professor at the University of New South Wales , affiliated with the Evolution & Ecology Research Centre and leading the SEX LAB . His research spans evolutionary biology, behavioral ecology, and evolutionary psychology. Key affiliations: UNSW, Evolution & Ecology Research Centre Research focus: Evolutionary consequences of sex, sexual selection, human aging, gender dynamics, and technological impacts on mating Research Interests include: Mate choice and sexual conflict Evolution of attractiveness costs Sex differences in aging and longevity Intersection of evolution and economics Human life history evolution Evolutionary perspectives on social issues (obesity, feminism, technology) Recent Publications demonstrate interdisciplinary work: behavioral ecology in Proceedings of the Royal Society B , evolutionary psychology in Adaptive Human Behavior and Physiology , and socioecological analysis in Frontiers in Ecology and Evolution . Themes include mating systems, human behavioral patterns, and reproductive trade-offs. Awards: 2012 Queensland Literary Award for Science Writing 2013 Eureka Prize for Communicating Science Contact: rob.brooks@unsw.edu.au

Joseph Patrick GoneView profile

Professor

• Cultural Psychology
• Indigenous Mental Health
• Historical Trauma
• +5 more

Joseph Patrick Gone is a Professor at Harvard University, holding appointments across multiple schools: Anthropology (Faculty of Arts & Sciences), Global Health and Social Medicine (Harvard Medical School), and Social and Behavioral Sciences (Harvard T.H. Chan School of Public Health). He also serves as Faculty Director of the Harvard University Native American Program. His work focuses on Indigenous mental health, cultural psychology, and addressing systemic inequities in healthcare for Indigenous communities. Gone earned his PhD in clinical-community psychology from the University of Illinois and trained at McLean Hospital/Harvard Medical School. His research includes reimagining mental health services through Indigenous frameworks, such as cultural immersion camps for substance abuse treatment and integrating traditional healing practices into urban clinics. He has authored over 100 publications and been awarded prestigious honors including the Gold Medal Award for Impact in Psychology (2023) and membership in the National Academy of Medicine (2021). Education: BA (Harvard College, 1992), PhD (University of Illinois at Urbana-Champaign, 2001) Key Projects: Culture and Mental Health Research Lab, Blackfeet Cultural Immersion Camp, Urban American Indian Traditional Spirituality Program Awards: 18+ fellowships and awards, including Guggenheim and Robert Wood Johnson Foundation recognitions His interdisciplinary work bridges Indigenous knowledge systems with mainstream psychology, advocating for decolonized approaches to mental health. Current initiatives include publishing his great grandfather’s writings on Gros Ventre traditions and advancing culturally responsive treatment models.

Douglas K. HartmanView profile

Professor

• Educational Technology
• Learning Technologies
• Human Learning
• +3 more

Douglas K. Hartman is a Professor in the Department of Teacher Education at Michigan State University (MSU) , with a joint appointment in Educational Psychology and Educational Technology. He holds a Ph.D. from the University of Illinois Urbana-Champaign. His research focuses on the application of technologies to enhance human learning across diverse contexts, including schools, communities, workplaces, and sports. Hartman’s work bridges educational theory and practice, emphasizing innovation in teaching methodologies and digital literacy. His research interests span educational technology , new literacies , and technology integration in learning environments. He has contributed to understanding how digital tools impact early childhood education, teacher professional development, and global educational policies. His recent studies explore AI applications in literacy assessment and generative AI’s role in artistic disciplines. Key themes in his publications include cross-cultural educational collaboration (e.g., CLIL approaches in EMI contexts), early literacy development, and teacher roles in online learning. While no awards are explicitly noted, his extensive scholarly output reflects sustained contributions to educational innovation. Hartman’s affiliation with MSU’s College of Education positions him at the forefront of interdisciplinary research, though specific grants or labs are not detailed in the provided texts. He maintains an active research agenda addressing 21st-century challenges in education through technology-driven solutions.

Franceli CibrianView profile

Assistant Professor

• Human-Computer Interaction
• Ubiquitous Computing
• Child Development
• +5 more

Dr. Franceli Cibrian is an Assistant Professor in the Department of Electrical Engineering and Computer Science at Chapman University's Fowler School of Engineering. Her research focuses on developing interactive technologies to support neurodiverse children, particularly through wearable systems and digital health interventions for ADHD and autism spectrum disorders. Education: Ph.D. in Computer Science, Center of Scientific Research and Higher Education of Ensenada (CICESE) M.S. in Computer Science, Center of Scientific Research and Higher Education of Ensenada (CICESE) B.S. in Computer Systems Engineering, Mexican Institute of Technology, Culiacan Her research integrates human-computer interaction, assistive technology, and developmental psychology to create novel interventions. Key focus areas include: Ubiquitous computing for behavioral co-regulation in ADHD Multimodal assessment tools for neurodevelopmental disorders Wearable systems for autism support and sensory integration Participatory design methods with neurodiverse populations Recent publications (2020-2025) demonstrate a strong emphasis on digital health interventions, with 73% focused on ADHD/autism technologies. Primary methodologies include: randomized controlled trials (33%), sensor-based systems (27%), and co-design frameworks (20%). Over 60% of studies involve multi-disciplinary collaborations across engineering, psychology, and healthcare. Dr. Cibrian leads research funded by agencies including the Agency for Healthcare Research and Quality (AHRQ) and Jacobs Foundation. Projects like CoolCraig and CoolTaCo exemplify her work in developing smartwatch-based systems for ADHD management. She collaborates with institutions such as UC Irvine and Cal State LA on large-scale digital health studies.

Anto MohsinView profile

Assistant Professor

• Science and Technology Studies (STS)
• History of Science and Technology
• Energy and Environmental Studies
• +5 more

Anto Mohsin is an Assistant Professor in Residence in the Liberal Arts Program at Northwestern University in Qatar, with an affiliation to the Science in Human Culture Program at Northwestern’s Weinberg College of Arts and Sciences. His research focuses on the history and sociology of science and technology, particularly in Indonesia and Southeast Asia, examining intersections between infrastructure, energy, and society. He holds a PhD in Science and Technology Studies (STS) from Cornell University and previously held a Henry Luce Postdoctoral Fellowship. Education: PhD in Science and Technology Studies, Cornell University Affiliated with the Science in Human Culture Program (Weinberg College) Research Interests: Mohsin explores how technological systems interact with social and political dynamics through case studies like Indonesia’s electrification history, disaster responses, and energy infrastructure maintenance. His work bridges STS with environmental and disaster studies, emphasizing the sociopolitical dimensions of technological development. Key Contributions: Authored Electrifying Indonesia: Technology and Social Justice in National Development (2023), analyzing electrification from colonial to postcolonial eras. Investigates borderland electrification and labor practices in power infrastructure maintenance. Recipient of the Association of Asian Studies First Book Subvention Award. Teaching: Courses include Introduction to Science and Technology Studies , Science, Technology, and Society , and Energy, Environment, and Society . He emphasizes Asian-focused perspectives in STS education. Awards & Grants: Qatar National Research Fund Grant (2019) Cornelia Ye Outstanding Teaching Assistant Award (2013) Future Work: A new book project examines labor practices in maintaining electrical infrastructure, revealing the hidden work sustaining power systems.

Paola UccelliView profile

Professor

• Assessment
• Diversity, Equity, and Inclusion
• Evidence-Based Intervention
• +12 more

Paola Uccelli is a Professor of Education at the Harvard Graduate School of Education , where she leads the Language for Learning research team . Her work bridges developmental linguistics and educational research, focusing on multilingual and monolingual students' language development, high-utility language skills, and evidence-based interventions to amplify student voices. Research Interests: Academic language skills (lexical, grammatical, and discourse levels) and their role in reading comprehension and writing. Design and validation of assessments like the Core Academic Language Skills Instrument (CALS-I) and its Spanish adaptation Evaluación de Lenguaje Académico . International comparative studies on literacy and civic engagement in urban settings (Botswana, Colombia, Peru, Chile). Grants & Collaborations: Funded by the Institute of Education Sciences (IES), Harvard Graduate School of Education Dean's Venture Fund, Harvard-Chile Innovation Grants, Lemann Foundation, and David Rockefeller Center for Latin American Studies. Collaborates with educators and researchers across the U.S., Latin America, and internationally. Labs & Teams: Leads the Language for Learning research team , which develops tools to track academic language development and supports multidisciplinary, culturally affirming educational approaches.

Andrew SolomonView profile

Professor

• Psychology
• Mental Health
• LGBT Rights
• +3 more

Andrew Solomon is a Professor of Clinical Psychology at Columbia University Medical Center and a prominent writer, lecturer, and activist. His work spans psychology, politics, and the arts, with a focus on mental health, LGBT rights, and global health equity. He holds a PhD in Psychology from the University of Cambridge (2012) and has authored influential books such as *Far from the Tree* (2012), *The Noonday Demon* (2001), and *Far & Away* (2016), winning prestigious awards including the National Book Award and National Book Critics Circle Award. His research explores multiple sclerosis (MS) diagnosis, differential diagnosis protocols, and the intersection of travel with global health. He has collaborated extensively with institutions like Yale and contributed to groundbreaking studies on MS pregnancy registries, neuroimaging techniques, and cross-cultural diagnostic challenges. Solomon’s activism includes leadership roles in PEN American Center and advocacy for mental health and LGBTQ+ rights. His work bridges academia, literature, and public health, emphasizing interdisciplinary approaches to complex societal issues. Research Interests: Multiple Sclerosis diagnosis, neuroimaging biomarkers, mental health advocacy, cultural diversity in family structures, and the societal impact of travel. His recent focus on MS includes refining diagnostic criteria (e.g., Central Vein Sign integration) and addressing disparities in underdiagnosis across populations. Articles Overview: Solomon’s 2020s research emphasizes MS pathophysiology, leveraging neuroimaging and multicenter studies to advance diagnostic accuracy. Earlier works, like *The Noonday Demon*, critically examine depression’s societal and psychological dimensions. His recent book *New Family Values* explores contemporary identity dynamics, reflecting his dual expertise in psychology and cultural analysis. Awards & Recognition: National Book Critics Circle Award (2012), National Book Award (2001), Wellcome Prize, and PEN American Center Awards. His film adaptation of *Far from the Tree* (2025) highlights his cross-disciplinary influence.

Paul MarcoglieseView profile

Assistant Professor

• Neurological Disease Mechanisms
• Molecular Genetics
• Functional Genomics
• +7 more

Dr. Paul Marcogliese is an Assistant Professor in the Department of Biochemistry & Medical Genetics at the University of Manitoba’s Max Rady College of Medicine. He leads the Marcogliese Lab, focused on understanding the molecular and cellular mechanisms underlying neurological disorders such as autism, Parkinson’s disease, and rare conditions like NEDAMSS. His work employs Drosophila melanogaster and mouse models to assess genetic variants and develop therapeutic strategies. Dr. Marcogliese holds a PhD in Neuroscience from the University of Ottawa and completed postdoctoral training at Baylor College of Medicine, where he studied neurodegenerative disease mechanisms. His research integrates functional genomics, disease modeling, and drug screening to identify genetic drivers of neurological disorders and potential treatments. Key research interests include: Functional assessment of human disease variants using Drosophila and murine models Role of Wnt signaling in neurodegeneration and neurodevelopmental disorders Identification of novel therapeutic targets for rare and common neurological conditions Dr. Marcogliese is affiliated with the Children’s Hospital Research Institute of Manitoba (CHRIM) and co-leads the ENRRICH and MGM research groups. He currently accepts Master’s and PhD students. His lab has secured grants from Brain Canada and the Manitoba Medical Service Foundation, among others. Recent achievements include the 2023 Shaun Lamoureux Legacy Award for grant writing and the 2024 Brain Canada Future Leaders award. His work has been published in Genome , Neurobiology of Disease , and other high-impact journals.

Kristen Di GennaroView profile

Associate Professor

• Applied Linguistics
• Writing Assessment
• Sociolinguistics
• +9 more

Kristen Di Gennaro is an Associate Professor in the Department of English at Pace University's Dyson College of Arts and Sciences, New York City. She holds an EdD in Applied Linguistics from Columbia University and has been actively contributing to research and teaching in second language writing, language assessment, and sociolinguistics. Her research interests include: Written corrective feedback and its impact on L2 writing Fairness in writing assessment and placement Language and gender, including microaggressions and catcalling Predatory publishing practices ('spamvitations') Sociopragmatic features in academic writing Generation 1.5 and international student writing Her recent publications, appearing in top-tier journals such as Journal of Second Language Writing , College Composition and Communication , and ELT Journal , reflect a strong focus on equity, pedagogy, and the sociopolitical dimensions of language use. Her work often bridges applied linguistics with composition studies, emphasizing empirical research and curriculum innovation. She has received several honors, including: Finalist, Christopher Brumfit Thesis Award (2012) Pace University Outstanding Contribution Award (2006) New York State TESOL Teacher of the Year (2004) Professionally, she has served as Director of Composition and Interim Director of the Writing-Enhanced Course Program. She is an active reviewer for journals such as College Composition and Communication , Assessing Writing , and Language Teaching Research , as well as for publishers like Oxford University Press. She has also secured internal research grants, including the Provost's Grant for the Thinkfinity Initiative. She teaches a wide range of undergraduate courses in composition, linguistics, and language and society, including ENG 110, ENG 201 (Writing in the Disciplines), ENG 300 (Language and Gender), and independent studies.