Find Academic Supervisors

• American Studies
• Native American subjectivity
• Identity
• +13 more

Ana Maria Costa Lopes is a Professor at the Polytechnic Institute of Viseu's School of Education (Escola Superior de Educação de Viseu), where she has been serving as a Coordinating Professor since 2020. She holds leadership positions in the Foreign Languages Department and has previously served as Coordinator of the Foreign Languages Department, Vice-President of the Technical Scientific Council, and Secretary of the Scientific Council. Her educational background includes a PhD in Letters with specialization in American Studies from the University of Beira Interior (2009), a Master's in Anglo-Portuguese Studies from NOVA University Lisbon (1995), and a Bachelor's in Modern Languages and Literatures with a focus on English and German Studies from the University of Coimbra (1981). She is fluent in English (C2 level) and has basic proficiency in French, German, and Italian. Her research spans multiple areas within Humanities, with particular focus on American Studies, Native American subjectivity, identity, oral tradition, subjective space, colonial and post-colonial spaces, borders, geocriticism, heterotopia, translation, imagination/representation, space studies, finitude, and travel literature. Her work demonstrates strong interdisciplinary connections between literature, cultural studies, spatial theory, and language education. Her recent publications reveal a growing interest in the intersection of language education, digital technologies, and pedagogical innovation, with numerous studies on foreign language learning in higher education, multimodal creativity, and storytelling as pedagogical tools. She has also maintained her foundational research in American literature, particularly focusing on spatial representation and identity formation. Active participant in multiple research projects including HARVEST (2023-2024), APSASeG (2022-2024), and others focused on language education and pedagogical innovation Regular member of academic committees including scientific and organizational committees for conferences on language teaching and literary studies Active participant in recruitment and evaluation juries for academic positions Her academic leadership extends to supervising master's theses and participating in examination committees both in Portugal and internationally, including at the Federal University of Goiás in Brazil.

• Mathematics Education
• Teacher Education
• Cognitive Psychology
• +5 more

Danyal Farsani is an Associate Professor at the Department of Teacher Education , Norwegian University of Science and Technology (NTNU), specializing in mathematics education through the lens of embodied cognition and cultural responsiveness . His work bridges teacher training , gesture-based learning , and cross-linguistic analysis in educational contexts. Key Research Themes: Embodied mathematical concepts, cognitive load in arithmetic, cultural/ethnomathematical practices, and multimodal communication in classrooms. Recent Collaborations: Focus on global North-South educational dynamics, robotics integration in teacher training, and metaphorical processing in language learning. Methodological Focus: Empirical studies using mental arithmetic tasks, gesture analysis, and cross-cultural curriculum evaluations. Publication Trends (2022–2025): Analysis of 15 recent articles reveals recurring emphasis on embodied cognition , mathematical metaphors , visual attention mechanisms , and culturally adaptive teaching tools like the Ethiopian Gebeta game. Subfields span gesture studies , cross-linguistic pedagogy , and innovative teacher education frameworks . No scientific awards or student advisories are explicitly mentioned in the provided data.

Linda ForssmanView profile

Associate Professor

• Developmental Psychology
• Child Development
• Early Language Acquisition
• +5 more

Linda Forssman is an Associate Professor and researcher in developmental psychology at Uppsala University's Department of Psychology, Division of Developmental Psychology. She works at the Uppsala Child & BabyLab, where she conducts research on how young children perceive and interact with their world, and how different experiences shape the development of cognitive, social and linguistic skills during early childhood. Dr. Forssman's research focuses on developmental psychology with particular emphasis on early language acquisition, cognitive development, social development, and infant cognition. Her work explores how various experiences shape children's development across multiple domains, with special attention to vulnerable populations and intervention strategies. She employs methodologies including eye-tracking, longitudinal studies, and randomized controlled trials to investigate fundamental developmental processes. Her recent publications show strong trends in cross-cultural developmental research, early language intervention, social cognition in infants, and the impact of socioeconomic factors on child development. Her work spans multiple methodologies from laboratory experiments to field studies in diverse cultural contexts, including research conducted in rural Malawi. Dr. Forssman has secured significant research funding as Principal Investigator and Co-Investigator on numerous projects. Her major grants include: Promoting Children's Early Language Development in Socioeconomic Disadvantaged Areas (PI, Marcus and Amalia Wallenberg Foundation, €312,200, 2025-2029) How does preschool quality relate to children's learning outcomes? (PI, Swedish Institute for Educational Research, €454,000, 2022-2024) The Impact of Book-Sharing on Infant Language and Cognition (PI, Riksbankens Jubileumsfond, €362,000, 2019-2022) Nordic evidence based high quality early childhood education and care research network (Co-I, Swedish Research Council, €102,500, 2023-2026) She is actively involved with the Uppsala Child & BabyLab, a research environment focused on infant and child development using advanced methodologies including eye-tracking. Her work bridges basic developmental research with practical applications for early childhood education and intervention programs, particularly those targeting children in socioeconomically disadvantaged areas.

Daniel M. StuartView profile

Associate Professor

• Buddhist Studies
• South Asian Religions
• Sanskrit and Pāli Texts
• +4 more

Daniel M. Stuart is an Associate Professor at the University of South Carolina in the Department of Religious Studies . He specializes in South Asian Buddhist traditions, meditation practices, and textual cultures. Ph.D., University of California, Berkeley Research areas: Buddhist meditation, Sanskrit/Pāli texts, Yogācāra philosophy, mindfulness historiography His research explores the interplay between Buddhist practice, textual production, and cosmological theories. He focuses on the Saddharmasmṛtyupasthānasūtra , a transitional text linking early meditation with later Mahāyāna developments. His work also examines the global institutional history of S. N. Goenka’s Vipassanā movement, analyzing tensions between traditional Buddhist frameworks and postcolonial secular reinterpretations. Recent publications highlight Buddhist multispecies epistemologies, karmic interdependence of humans and animals, and the evolution of meditative power concepts. Articles analyze canonical debates on mindfulness of breathing, ethical cultivation in monastic law, and the role of materiality in meditative cognition. Stuart’s methodology combines textual analysis with ethnographic insights, emphasizing historical contexts of meditation lineages. He contributes to critical editions of Buddhist manuscripts and interdisciplinary dialogues between religious studies and cognitive science.

• Food Process Engineering
• Food Biotechnology
• Bioprocess Engineering
• +8 more

Felix Schottroff is an Assistant Professor in Food Technology at the University of Natural Resources and Life Sciences, Vienna (BOKU), affiliated with the Institute of Food Technology within the Department of Biotechnology and Food Sciences. He also holds a Tenure Track Professorship in Integral Food Processing at TU Berlin since 2023, reflecting his growing academic leadership. His research is centered on innovative food processing technologies, particularly pulsed electric fields (PEF) and ohmic heating, with applications in food safety, preservation, and sustainable production. His research interests include food process engineering, sterile process technology, bioprocess engineering, microbiology, and thermal and non-thermal food processing methods. He investigates the mechanistic effects of electric fields on microbial inactivation and cellular processes, aiming to improve efficiency in food and fermentation systems. His work bridges engineering principles with food science to develop scalable, energy-efficient, and high-quality food processing solutions. The recent articles highlight a strong focus on electrotechnologies such as PEF and ohmic heating, with applications in sterilization, baking, fermentation, and protein extraction. Trends include process modeling (CFD), scale-up strategies, and integration of these technologies into sustainable and precision food production systems. His work often involves interdisciplinary collaboration and industrial relevance. BOKU Anerkennungspreis für außergewöhnliche Leistungen in der Lehre (2022) Best Presentation Award, 4th World Congress on Electroporation (2022) Food Engineering Award, EFCE (2021) Hygienic Study Award, EHEDG (2021) Charles R. Stumbo Award (2019, 2020) PhD Student of the Year, EFFoST (2020) MSc Student of the Year, EFFoST (2016) Felix Schottroff has been actively involved in numerous research projects funded by FFG and industry partners, focusing on food safety, alternative proteins, and sustainable processing. He mentors students and collaborates widely across Europe. He serves as a reviewer for over 20 scientific journals and holds leadership roles in Young EFFoST (Chair), EHEDG, and ISEBTT. He previously led the BOKU Core Facilities (2021–2023), demonstrating organizational and technical leadership. He is involved in several labs and research initiatives, particularly those related to food processing, electrotechnologies, and core facilities at BOKU. His work is supported by national and international collaborations, including with TU Berlin, University of Alberta, and Ohio State University.

• Early Childhood Education
• STEM Education
• Science and Technology Education
• +3 more

Ali İbrahim Can GÖZÜM serves as an Associate Professor in the Department of Preschool Education at Kafkas University's Dede Korkut Faculty of Education. With dual doctoral degrees in Preschool Education from Gazi University and Science Education from Ondokuz Mayıs University, he specializes in early childhood science and technology education. His academic journey includes progressive appointments from Research Assistant (2013) to Associate Professor (2022), alongside administrative roles including Dean Assistant and Career Center Director. His research focuses on early childhood STEM education , digital game mediation , and cognitive development , reflected in over 90 publications with significant international impact (Google Scholar h-index: 18). Current projects examine flipped classroom models in language education and nature-based learning environments. His editorial leadership includes Editor-in-Chief of e-Kafkas Journal of Educational Research and Associate Editor for Frontiers in Education 's STEM section. Notable scientific recognition includes TUBITAK's Publication Incentive Award. His advising includes master's theses on self-regulation and number sense development. Active in professional development, he conducts workshops on digital parenting and AI libraries, demonstrating commitment to bridging research with practical educational applications.

• Numerical Cognition
• Animal Behavior
• Comparative Psychology
• +4 more

ROSA RUGANI is an Associate Professor at the University of Padua, Italy, specializing in cognitive and developmental psychology with a focus on numerical cognition. Her work explores how numerical and spatial representations emerge in non-human animals and humans, particularly through studies on domestic chicks, rhesus monkeys, zebrafish, and insects. She investigates foundational questions about innate numerical abilities, spatial-numerical associations, and the evolutionary origins of mathematical concepts. Her research integrates behavioral experiments, comparative approaches, and developmental studies to understand cross-species cognition. Research interests include proto-arithmetic capacities in animals, the mental number line in non-linguistic species, and the interaction between animacy, numerosity, and spatial processing. She has pioneered studies demonstrating that newborn chicks exhibit left-to-right spatial-numerical associations similar to humans, suggesting evolutionary conservation of these mechanisms. Her work challenges anthropocentric views of numerical cognition, emphasizing cognitive capacities in animals. Rugani's studies often use interdisciplinary methods, combining behavioral testing with computational modeling and neurobiological insights. She has contributed to debates on the biological basis of numerical concepts, the role of early environmental influences on cognitive development, and the relationship between numerical processing and other cognitive domains like object individuation and spatial attention.

• Fuzzy Set Theory
• Fractional Calculus
• Mathematical Inequalities
• +6 more

Muhammad Bilal Khan is an Assistant Professor at the Department of Electronics and Power Engineering, College of Electrical and Mechanical Engineering, National University of Sciences and Technology (NUST), Pakistan. His research spans mathematical theory and practical applications in wireless communication sensing technology. His primary research interests include Fuzzy Set Theory , Fractional Calculus , Mathematical Inequalities , and RF Sensing Applications in healthcare. His theoretical work focuses on developing new mathematical frameworks for fuzzy-number valued functions, particularly exploring pre-invexity, harmonic convexity, and related integral inequalities. On the applied side, he has made significant contributions to non-contact health monitoring systems using software-defined radio technology for detecting conditions like text neck syndrome, spinal curvature disorders, and breathing abnormalities. Analysis of his 15 most recent publications reveals a dual research trajectory: approximately 60% focus on theoretical mathematical contributions in fuzzy analysis and integral inequalities, while 40% address practical applications of wireless sensing in healthcare. His mathematical work frequently appears in journals like Axioms and Symmetry , while his applied research is published in venues including IEEE Access and Sensors . His notable scientific contributions include developing novel frameworks for (q 1 , q 2 )-Linear Diophantine Fuzzy Sets and advancing the theory of Diamond Intuitionistic Fuzzy Sets. His healthcare applications research has pioneered non-invasive monitoring techniques using RF sensing for elderly fall detection, text neck syndrome diagnosis, and breathing pattern analysis. Dr. Khan maintains active collaborations with researchers across multiple institutions, particularly working with Mohamed S. Soliman (13 joint publications), Muhammad Aslam Noor (12 publications), and Savin Treanta (8 publications) on mathematical theory, while collaborating with Najah AbuAli, Mubashir Rehman, and Xiaodong Yang on healthcare sensing applications.

Silke Melanie GöbelView profile

Professor

• Mathematical Cognition
• Developmental Cognitive Neuroscience
• Neural Correlates of Numerical Processing
• +3 more

Silke Melanie Göbel is a Professor II at the Department of Special Needs Education, University of Oslo (since 2019) and an Associate Professor at the Department of Psychology, University of York, UK (since 2015). She holds a DPhil in Experimental Psychology from the University of Oxford (2003), supervised by Professors Vincent Walsh and Matthew Rushworth. Her research focuses on mathematical cognition, including the neural correlates of numerical processing, developmental dyscalculia, and cross-linguistic influences on numerical skills. She leads the Numerical Cognition Lab at the University of York and directs the MSc course in Developmental Cognitive Neuroscience. Her work employs methods like fMRI, EEG, and rTMS to investigate how cultural and linguistic factors shape numerical understanding. She has published widely on topics such as arithmetic development, language effects in number processing, and the cognitive foundations of mathematical difficulties. Her research highlights the interplay between education, language, and numerical competence. She has contributed to understanding how reading direction and number word structure influence counting and arithmetic. Key interests include identifying predictors of arithmetic fluency and examining the role of executive functions in mathematical learning. Her recent work addresses longitudinal studies of numerical development and interventions for mathematical learning disabilities. Dr. Göbel’s articles span cognitive neuroscience, developmental psychology, and education, emphasizing cross-cultural comparisons and translational research. She has co-authored textbooks like An Introduction to Mathematical Cognition and edited volumes exploring cultural and linguistic impacts on numerical cognition. Her projects, such as iSeeNumbers , investigate individual differences in numeracy development linked to motivation and well-being.

• Early Childhood Education
• Mathematics Education
• Sociocultural Theory
• +4 more

Jovana Ackovic is a Research Fellow at Oslo Metropolitan University, affiliated with the Faculty of Teacher Education and International Studies and the Department of Kindergarten Teacher Education. She serves as a study leader in the area of early childhood education and is actively involved in the research group 'Small children, big cities: kindergarten qualities, inequalities, communicative complexities.' Her research interests center on early childhood mathematics education, with a strong emphasis on the role of kindergarten staff in fostering young children's mathematical learning. She employs sociocultural and sociomaterial theoretical frameworks to explore how pedagogical practices, time, materials, and adult interactions shape mathematical understanding in early years. The analysis of her recent publications reveals a consistent focus on the conceptual and practical aspects of teaching mathematics in kindergartens, particularly during the transition to formal schooling. Her work highlights the importance of teacher perspectives, material engagement, and structural conditions in early math education. Scientific Dissemination and Activities: Presenter at the Norwegian Kindergarten Research Conference 2024 Conducted professional development sessions for teachers in Bærum municipality (2020) Active contributor to the 'Realfagskommunesatsingen' project in Ullensaker municipality Jovana is engaged in advising and research dissemination, particularly through workshops and network meetings aimed at improving science and math education in early childhood settings. Her work contributes to both academic knowledge and practical teacher development. She is part of the research environment focused on urban early childhood education, examining how inequalities and communicative practices affect kindergarten quality in big cities.

• Mathematics
• Algebraic Geometry
• Mathematical Biology
• +3 more

Stefan Karlsson is a Senior Lecturer in Mathematics at the University of Skövde , affiliated with the School of Engineering Science. He has taught numerous mathematics courses for engineers and game programming since the early 2010s, including Mathematics for Engineers I–IV , Linear Algebra , and Number Theory and Cryptography . His research focuses on Mathematical modeling of biological systems Algebraic geometry Quorum-sensing networks in bacteria Conceptual rigor in mathematical education Key publication trends include interdisciplinary work in microbiology and immunology, using mathematical frameworks to analyze bacterial transcription and immune cell development. He has also contributed to pedagogical discussions on mathematical notation and teaching practices. As a course coordinator and examiner, he has held leadership roles in curriculum development and academic governance, including chairing the Engineering Education Committee.

• Upper Palaeolithic Archaeology
• Lithic Technology and Raw Material Studies
• Human Behavioral Ecology
• +3 more

Dr. Hannah Rohringer (née Parow-Souchon) is a Postdoctoral Researcher at the Austrian Academy of Sciences within the Research Group 'Quaternary Archaeology' since November 2022. Her academic trajectory spans European and Near Eastern institutions, with current research focused on Upper Palaeolithic settlement systems and human-environment interactions. Her educational foundation includes a BA and MA in European Archaeology (Prehistory and Early History) from the University of Cologne (2007-2013), followed by doctoral research on Levantine Upper Paleolithic settlement patterns (2014-2016). Subsequent positions included editorial work at the Rhineland Office for Archaeological Monument Preservation (2017-2019), a Glassman-Holland Research Fellowship at the WF Albright Institute (2019-2020), and postdoctoral research at Ben-Gurion University of the Negev (2020-2022). Rohringer's research integrates lithic technology, behavioral ecology, and advanced spatial analysis to investigate human adaptation during the Palaeolithic. Her work emphasizes land-use processes, raw material economies, climate change responses, and social dynamics, with significant contributions to understanding the Ahmarian and Aurignacian cultures through innovative methodologies including GIS modeling and 3D reconstructions. She maintains active fieldwork in the Southern Levant and Austria through projects like Kammern-Grubgraben and Krems-Wachtberg. Her publication record reveals consistent thematic focus on lithic technological transitions, site formation processes, and human behavioral responses to environmental shifts across the Levant and Europe. Recent work demonstrates increasing methodological sophistication through quantitative approaches like Hill numbers analysis and predictive site modeling, while maintaining empirical grounding in field data from key regions including the Wadi Sabra and Petra areas. Glassman-Holland Research Fellowship (WF Albright Institute, 2019-2020) Rohringer directs multiple collaborative projects including 'Kammern-Grubgraben' examining Late Gravettian adaptations, 'Krems-Wachtberg' investigating Central European Quaternary sites, and the 'Austrian Quaternary Sites' database initiative. Her fieldwork integrates geological, environmental, and archaeological data to reconstruct paleolandscapes and human settlement systems, with particular emphasis on methodological innovation in spatial analysis and material culture studies. Her research team operates within the Austrian Academy of Sciences framework, collaborating with international institutions including Ben-Gurion University and the University of Cologne. Current projects focus on predictive modeling of Paleolithic sites, 3D reconstruction of activity areas, and database development for Quaternary archaeological sites across Austria.

• Mathematics Education
• Algebraic Reasoning (K-12)
• Teacher Professional Development
• +3 more

Dr. John K. Lannin is a Professor of Mathematics Education in the Department of Learning, Teaching & Curriculum at the University of Missouri’s College of Education & Human Development. His research focuses on improving K-12 mathematics teaching and learning, with particular emphasis on algebraic reasoning and teacher knowledge development. A former middle/high school mathematics teacher in Nebraska, Lannin specializes in designing teacher education programs, including pre-service training and post-baccalaureate certification for mathematics educators. Research interests include student generalization processes, teacher pedagogical content knowledge, and interdisciplinary collaboration between mathematics and special education. His work integrates practical classroom applications with theoretical frameworks in mathematics education. Lannin has contributed to curriculum materials and professional development programs for educators, emphasizing evidence-based strategies for enhancing student understanding. Publications highlight themes such as numerical magnitude interventions, teacher identity formation, and the role of evaluation in professional development. His scholarship bridges theory and practice, addressing challenges in both K-12 classrooms and teacher preparation systems. Lannin collaborates with institutions like the eMINTS National Center and the Missouri Partnership for Educational Renewal, contributing to statewide educational initiatives.

Jennifer DuanView profile

Professor

• Hydraulics
• Sediment Transport
• Fluvial Geomorphology
• +5 more

Jennifer Duan is a Professor with a joint appointment in the Department of Hydrology and Atmospheric Sciences and the Department of Civil Engineering and Engineering Mechanics at the University of Arizona. Her research focuses on hydraulics, sediment transport, and fluvial geomorphology, with expertise in experimental studies and computational modeling of turbulent flow, sediment transport dynamics, and channel morphological processes. Dr. Duan holds a PhD in computational hydroscience and engineering from the University of Mississippi. She leads research initiatives addressing water quality modeling, surface-groundwater interactions, and the application of advanced technologies like drone-based monitoring for discharge estimation. Her work integrates field experiments, numerical simulations, and machine learning to solve complex environmental and engineering challenges. Notably, she has pioneered studies on post-wildfire hydrological impacts, sediment transport in vegetated channels, and pathogen resuspension in irrigation systems. She also actively mentors early-career professionals through initiatives like the Mentoring Institute for Sediment Transport (MIST). Dr. Duan’s contributions span interdisciplinary applications, including flood fragility analysis for infrastructure resilience and net-zero urban water systems. Her research has direct implications for sustainable water management, environmental restoration, and disaster mitigation.

Deepa SrikantaiahView profile

Adjunct Assistant Professor

• International Education Policy
• Mathematics Education
• Culturally Sustaining Pedagogies
• +8 more

Dr. Deepa Srikantaiah is an educator, scholar, and artist with affiliations at the University of Maryland, College Park (Affiliate Professor, International Education Policy Program), SIT Graduate Institute (Affiliated Faculty, EdD in Global Education), and American University (Adjunct, City Teaching Alliance Program). She holds a PhD and MA in International Education Policy and a BS in Microbiology, all from the University of Maryland. PhD, International Education Policy, University of Maryland, College Park MA, International Education Policy, University of Maryland, College Park BS, Microbiology, University of Maryland, College Park Her research explores culturally sustaining pedagogies, postcolonial studies, indigenous knowledges, and mathematics education, with a focus on equity, inclusion, and global educational reform. She has worked with USAID, The World Bank, and the Global Partnership for Education, and was awarded a Fulbright to India (2015–2016). Her scholarly output includes publications on early-grade literacy and numeracy, teacher education, educational accountability, and the integration of indigenous knowledge in development. Her recent work emphasizes resilience in mathematics learning, universal design for learning, and STEM inclusion. She has presented at CIES, AERA, and other international forums. Fulbright Award to India (2015-2016) Dr. Srikantaiah has collaborated on policy research with the Center on Education Policy and USAID, contributing to national and global educational strategies. She has taught courses in qualitative research methods and has been involved in teacher training and STEM education initiatives in both the U.S. and India. While no formal advisees are listed, her collaborative research suggests active mentorship and team leadership. She has not indicated leadership of a formal lab but engages in interdisciplinary research teams focused on educational equity and international development.