Find Academic Supervisors

• Education
• Sustainability Education
• Digital Literacy
• +4 more

Harold John Culala is a Senior Lecturer (Academic Development) affiliated with the Centre for Education and Innovation at Australian Catholic University. His work focuses on education reform, sustainability, digital literacy, and the intersection of technology with learning systems. Culala has contributed to global discussions on post-pandemic educational paradigms, curriculum design for sustainability, and critical analyses of media and labor migration dynamics. Research Interests: Educational policy and reform Sustainability in curricula and societal systems Digital literacy’s role in modern advertising environments Globalization’s impact on education and tourism sectors Critical studies of neoliberalism in media and labor markets His publications explore topics like the 'new normal' in schooling, Philippine education policy challenges, and ideological aspects of labor migration. Culala’s work bridges theoretical frameworks with practical educational solutions, emphasizing technology’s role in fostering adaptive learning ecosystems. Lab/Team Affiliation: Active in the Centre for Education and Innovation, focusing on academic development initiatives and interdisciplinary research.

Jal IraniView profile

Lecturer

• Natural Language Processing
• Blockchain
• Mobile Development
• +2 more

Jal Irani is Lecturer at Towson University's Computer Science department teaching blockchain, mobile development, and entrepreneurship courses. He concurrently serves as Adjunct Professor at Johns Hopkins University teaching machine learning and generative AI. As founder/CEO of Flave, he developed a gamified dining rewards platform recognized as a top 2022 startup. Education: Ph.D. candidate Information Systems, UMBC M.S. Computer Science, Johns Hopkins (2017) B.S. Computer Science, Towson (2015) Research integrates NLP, blockchain systems, and mobile application frameworks, with entrepreneurial applications in retail technology and health informatics. Technical expertise spans Swift, JavaScript, Solidity, and machine learning libraries. Awards include NSA GenCyber ($2M), MBIA ($10K), and TEDCO RUBRIC ($100K) grants. He mentors through Towson's StarTUp accelerator and advises Loyola's CS department.

Darrell RudmannView profile

Professor

• Astronomy Education
• Learning & Memory
• Educational Psychology
• +4 more

Darrell Rudmann is a Professor in the Department of Psychology at Shawnee State University , affiliated with the College of Arts and Sciences . His work bridges Cognitive Psychology and Science Education , focusing on Learning & Memory and multisensory integration in educational contexts. PhD in Educational Psychology (2005) from University of Illinois at Urbana-Champagne MA in Psychology (1996) from California State University, Long Beach Rudmann’s research explores how astronomy education and memory dynamics interact, including the effects of spatial reasoning and technology-enhanced learning . His publications, such as "Memory for Typed vs. Handwritten Words" (2013), highlight trends in cognitive training and edtech evaluation . Earlier work on auditory-visual integration (1999) and multisensory interfaces (2003) remains foundational. Though no scientific awards are documented in the provided materials, Rudmann’s career demonstrates a strong commitment to educational psychology and human factors research . His teaching portfolio includes core courses like Introduction to Psychology and Cognitive Psychology , with additional focus on educational technology and history of psychology pedagogy.

Yiqun GengView profile

Professor

• Media Education
• International Communication
• Media Literacy
• +5 more

Professor Yiqun Geng is a leading academic at the Institute of Communication Studies, Communication University of China. She holds a PhD in International and Communication Studies and has held visiting scholar positions at the University of California-Los Angeles (UCLA), University of Pittsburgh, and Vrije Universiteit Brussel. Her research focuses on media education, international communication, and digital literacy, with particular emphasis on media literacy policies, cross-cultural educational frameworks, and the societal impacts of digital technologies. Geng has authored four monographs, over 60 peer-reviewed articles, and led multiple national-level research projects funded by the National Social Science Fund and Ministry of Education. Her work spans theoretical and applied domains, including comparative studies on media literacy education in nine countries, analyses of UNESCO’s media policies, and the role of digital technologies in global health crises like the pandemic. Geng actively contributes to international conferences, such as the International Communication Association and IAMCR, and has pioneered initiatives like anti-cyberbullying programs in Chinese primary schools. Her research bridges academia and policy, addressing issues like the Belt and Road Initiative’s impact on virtual universities and the digital divide in education. Despite extensive contributions, she has yet to receive formal scientific awards. Professionally, Geng has directed over 25 national research projects, including seminal studies on faculty performance evaluation systems and institutional environments in American research universities. Her work often combines qualitative and quantitative methods, emphasizing global perspectives while addressing local challenges in China’s education and media sectors.

Velislava HillmanView profile

Visiting Professor

• Education Technologies
• Educational Data
• Digital Media Literacy
• +5 more

Dr Velislava Hillman is a Visiting Professor at the London School of Economics (LSE) and an associate lecturer at Goldsmiths University and Brunel University London. Her research focuses on the intersection of education technologies, digital rights, and children’s agency in digitized learning environments. She has held a prestigious fellowship at Harvard University’s Berkman Klein Centre, investigating data privacy implications in K12 education. Currently, she leads the interdisciplinary EDDS project, auditing edtech tools entering classrooms, and advocates for robust regulatory frameworks to govern educational data practices. Her upcoming book with Bloomsbury Academic (2024) explores governance strategies for edtech and datafication in education. Her research expertise includes educational data governance, digital media literacy, and the ethical integration of AI systems in schools. She emphasizes children’s right to self-expression amid increasing surveillance and data-driven decision-making. Collaborating with LSE’s Professor Nick Couldry, she addresses global challenges in edtech procurement and the neoliberal influences shaping educational technology markets. Key projects include developing the Kratos system—a blockchain-based framework for educational data privacy—and analyzing corporate influence in career education through data extraction. She frequently publishes on topics such as algorithmic bias in education, data privacy literacy, and balancing labor market demands with pedagogical integrity. Her work bridges technological innovation with ethical, social, and structural considerations to ensure equitable education systems.

Kendall HartleyView profile

Associate Professor

• Educational Technology
• Self-Regulated Learning
• Mobile Learning
• +3 more

Kendall Hartley is an Associate Professor of Educational Technology in the Department of Teaching and Learning at the University of Nevada, Las Vegas (UNLV). His research focuses on how individual characteristics, particularly self-regulatory skills, influence learning with technology, with a special emphasis on smartphone usage in academic contexts. Prior to his academic career, he taught high school science in Nebraska public schools. He currently teaches graduate courses in instructional design, online learning, and multimedia programming. Dr. Hartley's research explores the intersection of technology, self-regulated learning, and educational outcomes. Key areas include analyzing smartphone-induced digital distractions, developing frameworks for integrating computational thinking into teacher education, and evaluating AI tools like ChatGPT for independent learning support. His work bridges theoretical models (e.g., social cognitive theory) with practical applications in educational settings. Recent publications emphasize trends in smartphone usage research, generative AI adoption in academia, and the role of emotional intelligence in teacher well-being. Though no awards are explicitly listed, his extensive publication record reflects sustained contributions to educational technology discourse. Advising and grant details are not detailed in the provided materials, but his teaching and research indicate a focus on preparing educators to leverage technology effectively in diverse learning environments.

Husam Abu KhadraView profile

Professor

• Accounting Information Systems
• Nonprofit Governance
• Audit Committee Effectiveness
• +4 more

Husam Abu Khadra is a Professor of Accounting at Roosevelt University’s Walter E. Heller College of Business. He holds a Ph.D. in Accounting from the Arab Academy for Banking and Financial Sciences, complemented by a Master’s and Bachelor’s in Accounting from the Arab Academy and Zarka University, respectively. His academic affiliations include teaching in Bachelor’s programs (BSBA in Accounting and Management) and Master’s programs (MSAF, MBA, MSA). Professor Abu Khadra’s research focuses on accounting information systems, nonprofit governance, audit committee effectiveness, and technology integration in education. His work addresses challenges in fraud detection, IT governance frameworks like COBIT, and ERP system adoption. He has contributed to over 20 peer-reviewed articles since 2006, with recent emphasis on automating nonprofit financial data analysis (e.g., IRS Form 990) and semantic teaching methods in AIS courses. His academic contributions span educational technology (online learning strategies, IFRS web-based training) and empirical studies on Jordanian industries’ adoption of EDI and ERP systems. He has no listed awards or advisees but is actively involved in curriculum development across multiple programs.

• Equity in STEAM Education
• Inclusive Pedagogies
• Mathematics Education
• +5 more

Dr. Robyn Ruttenberg-Rozen is an Assistant Professor in the Faculty of Education at Ontario Tech University, specializing in inclusive pedagogies within K-16 STEAM education. Her research focuses on equity, innovation, and disrupting deficit perceptions of ability, particularly for underserved, linguistically diverse, and exceptional learners. She has received the 2020 Ontario Tech Early Career Teaching Award and serves as co-newsletter editor for the Canadian Mathematics Education Study Group (CMESG) and editorial board member for the Journal of Educational Informatics . Her teaching spans undergraduate and graduate programs, including courses on mathematics education, STEM integration, and reflective practice. Research Interests: Equity in STEAM education for marginalized populations Interventions for learners with mathematics difficulties Implicit bias awareness in educational spaces Intersectionality in STEM identity formation Online learning equity strategies Teaching Responsibilities: Bachelor of Education: Mathematics Thinking and Doing (Primary/Junior), STEM I & II Master of Education: Principles of Learning, Curriculum Foundations Undergraduate: Reflective Practice/Action Research Awards: Ontario Tech Early Career Teaching Award (2020) Lab/Team: Visit her lab website for collaborative research projects and student involvement opportunities.

Prashant LoyalkaView profile

Associate Professor

• Education Inequalities
• Educational Quality Improvement
• International Comparative Education
• +4 more

Prashant Loyalka is an Associate Professor at Stanford University's Graduate School of Education and a Senior Fellow at the Freeman Spogli Institute for International Studies. His work focuses on addressing educational inequalities and improving learning quality in China, India, Russia, and the U.S., with a strong emphasis on evaluating EdTech interventions and policy impacts. Education: PhD in International Comparative Education (Stanford University, 2009), MA and BA in Economics (Stanford University, 2008 and 1997). Research Interests: EdTech implementation and learning outcomes Educational equity and policy in developing countries Higher education access and quality Rural education systems and teacher training Recent Articles Highlight Trends: Systematic reviews of education technology effectiveness Impact assessments of vocational schools and teacher training programs COVID-19's disruption to education in rural China Grants & Affiliations: Principal investigator on projects funded by TELOS, 3ie, and the Ford Foundation. Affiliated with the Stanford Center on China's Economy and Institutions (SCCEI), Rural Education Action Program (REAP), and Center for Education Policy Analysis (CEPA). Labs/Teams: Leads large-scale evaluations of educational programs through the Rural Education Action Program (REAP). Collaborates internationally on cross-country studies of STEM education quality.

Veta ChitnevView profile

Lecturer

• Russian Language Pedagogy
• Intercultural Communication
• Language and Literacy Studies
• +4 more

Veta Chitnev is a Lecturer of Russian at the University of British Columbia's Department of Central, Eastern, and Northern European Studies (CENES), part of the Faculty of Arts. She has been with UBC since 2008 and oversees all Russian language course coordination, placement tests, and proficiency examinations. Her expertise spans teaching Russian as a second language, curriculum development, and intercultural studies. Dr. Chitnev holds a Ph.D. from the University of Victoria and certifications in Russian language testing from Moscow State University, alongside advanced degrees from Simon Fraser University and Moscow State Regional University. Her research focuses on feminist pedagogy, educational assessment in higher education, and the interplay between motivation and social-emotional adjustment in learning environments. Key themes include leveraging technology for deeper classroom connections and aligning language curricula with international standards. She has presented extensively at conferences such as AATSEEL, addressing topics like hybrid language courses, feminist assessment practices, and cultural integration challenges for international students. Dr. Chitnev’s publication highlights include contributions to Enhancing Beginner-Level Foreign Language Education for Adult Learners (2023) and reviews in Russian Language Journal . Her 2019-2020 UBC Killam Teaching Prize reflects her impactful contributions to language education. She actively engages in invited lectures on Russian culture and philosophy, bridging literary studies with pedagogical innovation.

Marion FourcadeView profile

Professor

• Economic Sociology
• Political Sociology
• Comparative Methods
• +3 more

Marion Fourcade is a Professor of Sociology and Director of Social Science Matrix at the University of California, Berkeley. As a comparative sociologist, her work examines national variations in knowledge systems, economic practices, and digital societal transformations. She has held visiting professorships at the Institute for Advanced Study and Princeton University, and serves as an External Scientific Member of the Max Planck Institute for the Study of Societies. Key Positions: Director, Social Science Matrix; Past President, Society for the Advancement of Socio-Economics Recognitions: Distinguished Book Award (ASA); Ludwik Fleck Prize (4S); Lewis Coser Award Her research bridges economic sociology, political sociology, and science & technology studies, focusing on: Ordinal classification systems in digital capitalism Algorithmic governance and moral economies of technology Comparative professional cultures (especially economics) State digitalization and data-driven stratification Neoliberal institutional transformations Cultural dimensions of market valuation Recent work analyzes: Algorithmic societal organization (The Ordinal Society, 2024) Behavioral data-based social sorting Digital statecraft and financial market regulation Gift economies in platform capitalism Recursive interactions between social and machine learning Scientific awards include: 2024 Distinguished Book Award (ASA) for The Ordinal Society 2024 Ludwik Fleck Prize (4S) for STS contributions 2016 Lewis Coser Award for theoretical agenda-setting

Yi-Shan TsaiView profile

Lecturer

• Learning Analytics
• Digital Education
• Feedback Systems
• +3 more

Yi-Shan Tsai is a Lecturer in the Faculty of Information Technology at Monash University and a member of the Centre for Learning Analytics at Monash (CoLAM). Previously, she was a Research Associate at the University of Edinburgh (2016–2020), leading multinational projects such as SHEILA, LALA, and EMBED. Her research focuses on enhancing educational environments through digital and data technologies, particularly addressing social-technical issues and pedagogical implications of data use. She holds a PhD and MPhil from the University of Cambridge, specializing in multimodal literacy and children’s engagement with texts. Key research interests include learning analytics, digital education, feedback systems, and multimodal literacy. Her work has informed policies at institutions globally and earned awards like the 2019 ALT Learning Technology Research Project of the Year and 2021 Monash Dean’s Research Impact Award. She is a Fellow of UK Higher Education Academy (FHEA) and Honorary Fellow at Edinburgh’s School of Informatics. Education: PhD and MPhil in Education (University of Cambridge) Projects: SHEILA (EU), LALA (Latin America), EMBED (Europe) Affiliations: Society for Learning Analytics Research (SoLAR) Vice President Her recent work explores AI-driven feedback tools like OnTask and co-designs educational resources such as the EMBED MOOC. Public engagement includes events like ‘Help! My Teacher Is a Robot!’ and podcast series like SoLAR Spotlight .

Nicola WilkinView profile

Professor

• Ultracold Gases
• Superconductivity
• Quantum Mechanics
• +3 more

Professor Nicola Wilkin is a Professor of Physics and Director of Education in the College of Engineering and Physical Sciences at the University of Birmingham. Her research focuses on ultracold gases and vortex dynamics in superconductors, with notable contributions to the theoretical framework linking ultracold gases, superfluids, and the fractional quantum Hall effect. She leads the EdTech initiative for the Collaborative Teaching Laboratory, developing self-paced learning platforms using Maple T.A. software. She has pioneered initiatives to improve gender diversity in physics, including co-chairing the School’s JUNO Champion and Athena SWAN Silver awards, and organizing the 2017 International Conference on Women in Physics. Education: PhD in Theoretical Physics, University of Manchester (1993) BSc Hons in Physics with Mathematics, University of Southampton (1990) Her research themes include the rotation of ultracold gases and vortex flow mechanisms in mesoscopic superconductors. She actively mentors students through modules like the mock interview process with Forresters and co-founded the first oSTEM in England. Her work spans theoretical physics education, equality advocacy, and cutting-edge quantum mechanics research.

Matthew KoehlerView profile

Professor

• Educational Technology
• Technological Pedagogical Content Knowledge (TPACK)
• Digital Research Methods
• +3 more

Matthew Koehler is a Professor and Associate Dean for Faculty and Academic Staff Affairs at Michigan State University's College of Education. He holds a Ph.D. in Educational Psychology from the University of Wisconsin-Madison, with additional degrees in Computer Science and Mathematics. His research focuses on Technological Pedagogical Content Knowledge (TPACK), digital learning environments, and teacher professional development. Koehler has secured over $7 million in grants and authored over 200 publications, achieving an h-index of 60. He leads the College of Education's faculty affairs and serves on editorial boards for Cognition and Instruction and Journal for Technology and Teacher Education . His work emphasizes contextualizing TPACK frameworks and advancing online learning research. Research interests span educational technology integration, teacher knowledge development, and the affordances of new technologies. Koehler pioneered the TPACK framework, which examines how teachers effectively merge content, pedagogy, and technology in classrooms. He has also contributed to hybrid doctoral programs in educational technology and digital methods for studying online educational spaces. Leadership roles include program director for innovative academic programs and associate dean overseeing faculty affairs. He collaborates on projects like the Transforming Higher Education Systems initiative in Malawi. Koehler’s work bridges theory and practice, addressing challenges in teacher training, educational equity, and technology-driven pedagogical innovation.

Lucy AvraamidouView profile

Professor

• Science Education
• STEM Education
• Science Identity
• +4 more

Lucy Avraamidou is a Full Professor of Science Education and Director of the Center for Learning and Teaching at the University of Groningen's Faculty of Science and Engineering. She holds leadership roles including Head of the Institute for Science Education and Communication, President of the European Science Education Association (2023-2027), and editorial positions in top journals like the Journal of Research in Science Teaching . Her academic journey includes a PhD from Pennsylvania State University and postdoctoral roles at King's College London and the University of Nicosia. Education: PhD in Science Education (Penn State), MA/MSc qualifications. Research Focus: STEM identity, diversity/equity in education, out-of-school science learning, and AI's role in education. Grants: Principal investigator on EU-funded projects like OTTER (€1.6M), MAMMOTH (€3.3M), and ALLINTERACT (€1.1M). Her research emphasizes intersectional approaches to widening STEM participation, particularly for underrepresented groups. Key themes include queer experiences in STEM environments, AI ethics in education, and culturally responsive pedagogies. Awards: Best PhD Supervisor Award (2021), M20 Fellowship (2024). Labs/Teams: Leads the Center for Learning and Teaching and collaborates with global networks like the Interuniversity Centre for Educational Sciences.