Find Academic Supervisors

Rhonda McEwenView profile

Professor

• Human-Machine Communication
• Cognitive Effects of Media
• Tactile Interfaces
• +7 more

Rhonda McEwen is a Professor at the University of Toronto Mississauga, holding roles as Vice-Principal Academic and Dean, and Director of the Institute of Communication, Culture, Information and Technology (ICCIT). She also serves as President and Vice-Chancellor of Victoria University. Her academic journey includes degrees from the University of Toronto (PhD, Information), University of Colorado (MSc, Telecommunications), and City University London (MBA, Information Technology Management). Her research focuses on Human-Machine Communication, cognitive effects of technology, and tactile interfaces. Notable projects include studies on eye-gaze technology for children with communication disorders, VR's impact on learning, and trust dynamics in human-robot interactions. Her work has been featured on CBS's 60 Minutes and in journals like Information, Communication & Society and New Media and Society . McEwen leads initiatives such as the Schwartz Reisman Institute and has secured grants totaling over $1.5 million. She advises students like Yaxi Zhao and Ethan Rong. Her awards include the Canada Research Chair Tier 2 and a Prime Minister’s Award for Excellence in Teaching (via the Touch Technologies project). Her research explores technology’s societal implications, bridging communication studies, behavioral sciences, and applied technology. She emphasizes ethical AI, inclusive design, and technology’s role in education and healthcare.

• Digital Musical Instruments
• Artificial Intelligence in Music
• Live Coding
• +7 more

Thor Magnusson is a Professor of Future Music at the University of Sussex, affiliated with the School of Media, Arts and Humanities and the Department of Music. He is also a Research Professor at the Iceland University of the Arts as part of the ERC-funded Intelligent Instruments project. His work bridges music technology, AI, and live coding, focusing on how digital tools shape musical creativity, performance, and education. Key projects include the MIMIC initiative (machine learning for creative coding) and the Sonic Writing monograph, exploring the philosophical underpinnings of musical technologies. Research interests span AI-driven instruments, generative systems, live coding environments, and the cognitive science of music. He leads the Experimental Music Technologies Lab and the Intelligent Instruments Lab, collaborating internationally on conferences like NIME and ICMC. Magnusson has pioneered live coding languages (e.g., ixi lang) and developed tools like Sema for machine learning integration in music. His awards include the Edgard-Varèse Guest Professorship and grants from AHRC and ERC. He actively contributes to editorial boards and organizes events such as the Live Interfaces Conference. Professional activities emphasize bridging academic research with artistic practice, reflected in performances at festivals like Ars Electronica and Transmediale.

• Developmental Psychology
• Educational Psychology
• Emotional Development
• +2 more

Daniela Raccanello è Professore associato (Associate Professor) presso il Department of Human Sciences dell'Università degli Studi di Verona. Si occupa di psicologia dello sviluppo e dell'educazione con particolare attenzione alle emozioni ed alla motivazione. Coordinatrice del centro di ricerca HEMOT (Helmet for EMOTions) Presidente del Comitato Etico del Dipartimento Membro di diverse commissioni accademiche Ricerca focalizzata su: Sviluppo della competenza emotiva Memoria e rappresentazione di eventi traumatici Emozioni di riuscita nei contesti educativi Costruzione di concetti ingenui su soggettività vulnerabili Contatto: daniela.raccanello@univr.it | Ufficio: Palazzo di Lettere, Piano Terra, Stanza T08

Kelsey WestView profile

Assistant Professor

• Infant learning
• Language development
• Motor development
• +4 more

Dr. Kelsey West serves as an Assistant Professor in the Department of Psychology at the University of Alabama, where she directs the Bama Baby Lab. Her research investigates infant learning during the first three years of life, focusing on how skills in one domain (such as motor development) influence learning across multiple areas including language and social communication. She studies neurotypical infants, autistic infants, and infants with language delays using laboratory experiments and naturalistic home observations. Her educational background includes: PhD in Psychology from the University of Pittsburgh Postdoctoral fellowship at New York University Dr. West's research explores critical questions about developmental interconnectivity: How infants actively construct their learning environments How new skills (e.g., walking or pointing) create ripple effects across developmental domains How delays in one area impact overall developmental trajectories Patterns in infant-caregiver interactions and natural behavior Her work emphasizes autism spectrum disorder, language acquisition, and motor development through the lens of developmental cascades. Methodologically, she integrates real-time behavioral coding with natural language analysis to understand caregiver-infant dynamics. Analysis of Dr. West's publication record reveals consistent focus on motor-communication relationships, particularly during walking transition. Her research frequently examines infant siblings of children with autism as a population at heightened developmental risk, employing longitudinal designs to map cascading effects across domains. Naturalistic observation methods feature prominently in her approach to capturing authentic developmental processes. Dr. West is currently accepting graduate students into the Bama Baby Lab. While specific grant details aren't provided, her active research program investigating infant development across diverse populations indicates ongoing funding support. The Bama Baby Lab, located in Gordon Palmer Hall, Room 162C, employs innovative 'day-in-the-life' video recording techniques to document infants' natural learning environments. The lab collaborates with the Center for Innovative Research in Autism and focuses on translating developmental science into practical early intervention strategies for infants showing developmental variations.

Marian JongmansView profile

Professor

• Child Development
• Developmental Disabilities
• Motor Development
• +3 more

Prof. Marian Jongmans is a Professor at Utrecht University's Faculty of Social and Behavioral Sciences, specializing in Development & Education of Youth in Diverse Societies. Her work focuses on child development, particularly preterm infants, motor development, and developmental disabilities. She holds a dual role as a healthcare psychologist at UMC Utrecht's Neonatology department. Previously, she led the Department of Education & Pedagogy (2013–2017) and served as Vice Dean of the Graduate School (2018–2024). Her research includes longitudinal studies on preterm infants' neurodevelopment and interventions for children with disabilities. She has supervised numerous PhD students and contributed to projects like the ALSPAC study. Her work emphasizes parental support, early intervention, and embodied learning in spatial cognition. Education: PhD from University College London, MA in Human Movement Sciences from VU Amsterdam. Research Themes: Dynamics of Youth (DoY), motor development assessment (AIMS), parental beliefs, and neurodevelopmental outcomes in preterm infants. Key Activities: Over 30 presentations and workshops, including roles in doctoral committees and international conferences. Active in projects like the 'SpeelsBrein' initiative to support children with vulnerable brains.

Koen HindriksView profile

Professor

• Artificial Intelligence
• Robotics
• Human-Robot Interaction
• +4 more

Prof. Koen Hindriks is a Full Professor at Vrije Universiteit Amsterdam, affiliated with the Faculty of Science's Department of Artificial Intelligence. He holds additional roles at the Network Institute and Social AI research groups. His research focuses on social robotics, human-robot interaction, and multi-agent systems, with applications in healthcare, education, and retail. He leads projects like SOROCOVA (social robotics for educational support post-COVID) and Droomrobot (a robot companion for pediatric medical stress reduction). Key research interests include dialogue management, empathy elicitation via robots, and long-term human-robot relationships. He teaches courses such as Multi-Agent Systems and Socially Intelligent Robotics. Recent work emphasizes ethical AI integration and practical deployment of social robots in real-world scenarios. His contributions span over 220 publications, addressing topics like robot learning from human demonstrations and automated speech processing in HRI contexts. Projects: Principal Investigator for SOROCOVA (2021-2023) Robot Companion for Childhood Cancer Patients (2019-2021) Current Droomrobot project (2024-2026) Awards: None explicitly listed, but recognized through extensive peer-reviewed contributions. Advising: Supervised 4 PhD theses, focusing on child-robot interaction and healthcare robotics. Prof. Hindriks also engages in ancillary roles, including Director at Ex Machina (Utrecht) and speaker at the Amsterdam Speakers Academy. His work aligns with UN SDGs, particularly in improving health and education through technology.

Andreas LarssonView profile

Researcher

• Educational Development
• Technology Education
• Educational Science
• +3 more

Andreas Larsson is a Postdoc researcher at Linköping University's Department of Behavioural Sciences and Learning (IBL), within the Division of Learning, Aesthetics, and Natural Science (LEN). His work focuses on educational development, particularly in science and technology education, and he actively contributes to the Swedish National Centre for Science and Technology Education (NATDID). His research emphasizes bridging educational research with practical teaching methods, including the integration of technology, programming pedagogy, and the role of spatial metaphors in instruction. Education: While specific academic degrees are not detailed in the provided texts, Larsson's role as a Postdoc indicates advanced qualifications in educational sciences or related fields. Research Interests: Larsson specializes in technology education, programming pedagogy, and the use of gestures and metaphors in teaching. He explores how spatial constructs and linguistic metaphors aid abstract concept comprehension, particularly in programming and STEM education. His work also addresses curriculum continuity and material resources in Swedish vocational training programs. Articles Overview: Larsson’s recent publications (2022–2025) focus on metaphor analysis in programming education, gesture-based teaching strategies, and the material foundations of effective technology education. His research highlights the interplay between embodied cognition and instructional design. Awards: No scientific awards are explicitly mentioned in the provided texts. Advising & Grants: While specific grants are not listed, Larsson collaborates with NATDID to translate research into practical educational tools. His involvement in conferences like the WERA Task Force Global Research in Extended Education (2025) underscores his contribution to educational policy and outreach. Labs/Teams: Active in LEN and NATDID, he contributes to projects on AI literacy in teacher education and the greening of working life (GROWL). His work intersects with interdisciplinary initiatives exploring digital tools in education and workplace dynamics.

Rachel WatsonView profile

Lecturer

• Second Language Pedagogy
• 20th/21st-Century French Theater
• Francophone Theater
• +6 more

Rachel Watson is a Lecturer in French at Yale University, specializing in 20th/21st-century French and Francophone theater. Her work bridges theater studies, performance studies, and pedagogy, emphasizing embodied learning through performance. She holds a Ph.D. from NYU, M.A. from Columbia, and B.A. from Dartmouth College, with prior teaching roles at NYU, Sarah Lawrence, and Dartmouth. Education: Ph.D. in French, New York University M.A. in French Cultural Studies, Columbia University B.A., Dartmouth College Her research focuses on diaspora representations, forced migration, embodied memory, and political theater. Her manuscript-in-progress, (Re)Membering the Body , examines diaspora dramaturgies. Publications appear in The Drama Review , Theater , and Arab Stages . She translates for Béatrice Picon-Vallin's work on the Théâtre du Soleil. Her teaching integrates theater performance to enhance language proficiency and cultural analysis, using immersive methods inspired by her training at the Rassias Center and Jacques Lecoq's theater school.

Manling LiView profile

Assistant Professor

• Multimodal Learning
• Computer Vision
• Natural Language Processing
• +6 more

Manling Li is an Assistant Professor of Computer Science at Northwestern University. Their research focuses on multimodal learning, vision-language models, and embodied agents. They explore challenges in spatial reasoning, knowledge hallucination in LLMs, and event understanding. Their work often bridges AI, computer vision, and natural language processing to advance autonomous agent capabilities and video-language understanding. Research interests prominently feature multimodal benchmarking (e.g., EmbodiedBench), video-language analysis (Hourvideo), and mental health applications via self-play systems like MentalArena. They investigate foundational issues like knowledge overshadowing in LLMs and develop techniques for 3D layout optimization (LayoutVLM). No scientific awards are explicitly listed in the provided information. No listed advisees or grants are currently available. Their contributions emphasize cross-disciplinary collaboration between computational models and real-world tasks, such as assembly instruction grounding and long-form video comprehension. Labs or team affiliations are not explicitly detailed in the provided information, though their work suggests involvement in AI/ML research groups focused on embodied intelligence and multimedia systems.

Jane NorrisView profile

Professor

• Speculative Material Design
• Critical Writing
• Digital Media
• +7 more

Dr. Jane Norris is a Professor of Digital & Design Culture and Head of the Department of Science, Innovation and Technology at Richmond University. She holds a PhD from Chelsea College of Art, University of the Arts London (UAL), focusing on 'Viatopias: exploring the digital language of urban travel spaces.' Her research bridges speculative material design, critical writing, and digital media, emphasizing decolonial approaches to material relationships. She leads initiatives like the 'Listening to Materials' project, exploring crumpled time, aerial viewpoints, and posthuman audio through design fiction. Education: PhD in Speculative Material Design (Chelsea College of Art, UAL) Research: Focus on para-fictional public projects, sonic design workshops, and material narratives. Recent work critiques colonial material practices and advocates for ethical, time-sensitive design. Her publications span academic journals, near-future fiction anthologies, and collaborative RCA publications. Key themes include polychronic object-making, material agency, and co-design in the Anthropocene. She has organized conferences like Research Through Design 2019 and chaired panels at London Craft Week. Current work includes a book manuscript on decolonizing material relationships through material fiction. Teaching includes courses like 'Creative Expression' and 'Coding, Content & Context.' She supervises internships and has led BA programs in 3D Design Craft. Her research center affiliation is the International Visual Arts and Cultures.

• Cultural Evolution
• Cognition
• Historical Dynamics
• +3 more

Helena Miton is an Assistant Professor of Organizational Behavior specializing in the interplay between cognitive processes and cultural evolution. She holds a BA in Sociology from Université Paris IV Sorbonne (2012), a Master in Cognitive Science from EHESS & ENS Ulm (2014), and a PhD in Cognitive Science from Central European University (2019). Following her doctorate, she completed an Omidyar Fellowship at the Santa Fe Institute. Her research focuses on how cognitive mechanisms shape cultural transmission, organizational forms, and technological development. Key interests include cultural evolution, historical dynamics, and the cognitive foundations of social systems. Methodologically, she employs computational models, archival data analysis, and experimental approaches. Research Trends : Recent work explores writing system evolution, motor constraints on cultural artifacts, and the cultural transmission of tacit knowledge. Her 2025 paper on letter shape phonology highlights emergent patterns in writing systems, while 2023 studies on Zipf’s Law reveal universal abbreviation principles. Awards : Disciplinary Diversity & Inclusion Award (2021), Best Dissertation Award (2021), Best Student Paper (2017) Teaching : Teaches HRMGT 212: Organizational Principles from Unusual Places (2024-2025) Though no formal labs are listed, her interdisciplinary work bridges cognitive science, sociology, and organizational theory.

Eva AlerbyView profile

Professor

• Pedagogy
• Educational Philosophy
• Child Development
• +3 more

Eva Alerby is a Professor of Pedagogy and Subject Representative at Luleå University of Technology (LTU), Sweden, within the Department of Pedagogy, Language and Subject Didactics under the Department of Health, Learning and Technology. She also holds a Visiting Professorship at the University of Tromsø – The Arctic University of Norway. Since 2007, she has led pedagogical research and academic administration at LTU, following her 1998 PhD in Teaching and Learning and 2003 appointment as Associate Professor. Her research focuses on relationships in education, identity formation, spatial influences on learning, and existential dimensions of pedagogy. Notable projects include Arctic Children (EU-funded), Desert and Ice (STINT), and studies on children’s psychosocial health in schools. She secured national/international grants from the Swedish Research Council, STINT, and Akademiska Hus. As founder and leader of the RIDE research group (Relations, Identity and Diversity in Education), she collaborates on the Philosophical Studies of Pedagogical Relations graduate school with Carl-Anders Säfström, Sharon Todd, and Moira von Wright. Her recent publications (2022–2024) address digital education dynamics, postcolonial teacher training, and policy evaluation rhythms. Eva Alerby’s work emphasizes spatial design in learning environments and the ethical dimensions of pedagogy, bridging philosophy with practical educational challenges in Arctic and global contexts.

Shahriar NoroozizadehView profile

Researcher

• Representation Learning
• Machine Learning for Healthcare
• Multimodal Machine Learning
• +4 more

Shahriar Noroozizadeh is a Ph.D. student at Carnegie Mellon University, jointly affiliated with the Machine Learning Department (School of Computer Science) and the Heinz College of Information Systems and Public Policy . Advised by Prof. George Chen (Heinz/MLD) and Prof. Jeremy Weiss (National Library of Medicine at NIH), he focuses on interpretable representation learning for temporal data in healthcare , particularly for patient risk progression modeling and hospital discharge delay prediction. Education : Ph.D. in progress (ML & Public Policy, CMU); M.S. in Machine Learning (2022) and Biomedical Engineering (2020) from CMU; B.A.Sc. in Engineering Physics (EECS specialization) from UBC. His research bridges machine learning methodology with high-stakes decision-making systems in healthcare, emphasizing interpretability, contrastive learning, and multimodal representation. He has pioneered supervised contrastive frameworks that outperform traditional models in clinical outcome prediction and synthetic dataset recovery, while also exploring embodied AI and large language models for molecular design and robotics. Recent work includes a patent-pending mRNA language model (mRNA-LM) for structure prediction and translation efficiency analysis, developed during his A.I. Research Scientist Internship at Sanofi . His publications span venues like NeurIPS , AAAI , and ML4H , with notable improvements in MIMIC-III and ADNI datasets . Key Awards : TCS Presidential Fellowship, NSERC CGS-D Doctoral Fellowship, CMU CMLH Digital Health Innovation Fellowship, Suresh Konda Memorial Award, and multiple undergraduate honors.

• Ancient Philosophy
• Ancient Drama
• Intellectual and Social History
• +3 more

James Collins II is a Senior Lecturer in Greek Language and Literature at the University of Sydney and serves as the Associate for Civic and Philosophical Engagement at Harvard University’s Center for Hellenic Studies. His academic work bridges literary, philosophical, sociological, and neuroscientific methodologies to explore ancient intellectual life. Education: BA Hons (Texas Austin), PhD (Stanford) Key Research Areas: Ancient Philosophy, Drama, Intellectual History, Performance Theory Dr. Collins founded the Performing Wisdom program, which engages diverse groups in philosophy through dramatic and rhetorical training. He has directed over a dozen productions of Greek tragedy and comedy with students, veterans, and professionals. His publications span ancient educational frameworks, philosophical recruitment strategies, and ethical performance theories. Notable works include Exhortations to Philosophy (Oxford, 2015) and studies on procedural memory in ethical formation. Awards: Harvard Center for Hellenic Studies Fellow (2017-20), Stanford Humanitites Fellow (2006-7) Active in teaching, he supervises courses on Greek poetry, literature, philosophy, and democracies. Current research includes Plutarch’s Lives under PhD student Max Campbell.

David BrookesView profile

Professor

• Physics Education Research
• Cognitive Linguistics
• Embodied Cognition
• +3 more

Dr. David Brookes is a Professor in the Department of Physics at California State University, Chico. His research focuses on physics education reform through the Investigative Science Learning Environment (ISLE) framework, emphasizing student-centered inquiry and the development of scientific reasoning skills. He explores cognitive linguistics, embodied cognition, and social dynamics in collaborative learning settings. Brookes' work challenges traditional physics pedagogy, advocating for curricula that foster transferable scientific abilities rather than rote knowledge. He investigates how language influences conceptual understanding, particularly in thermodynamics and quantum mechanics, and designs learning environments informed by complex systems theory. His research also examines group dynamics in collaborative problem-solving, identifying factors that enhance or hinder collective success. Brookes has published extensively on ISLE implementation, assessment strategies, and the role of metaphors in scientific discourse. He maintains an active research program supported by grants focusing on educational innovation and has contributed to pedagogical resources for physics instructors.