Find Academic Supervisors

Barbara A. HoldregeView profile

Professor

• Comparative Religion
• South Asian Traditions
• Jewish Traditions
• +4 more

Barbara A. Holdrege is a Professor and Chair of the South Asian Studies Committee at the University of California, Santa Barbara (UCSB), where she serves in the Department of Religious Studies. Her work focuses on comparative religious studies, particularly South Asian and Jewish traditions, with an emphasis on embodiment, sacred space, and textual analysis. She holds a Ph.D. from Harvard University. Her research interrogates analytical categories like the body, scripture, and ritual, advocating for a critical approach to dismantle Eurocentric paradigms. Key projects include Veda and Torah (1996) and Hindus, Jews, and the Politics of Comparison (2024), which explore cross-cultural comparisons. She has directed the Center for the Analysis of Sacred Space (CASS), integrating GIS technology into religious studies to map sacred sites like Vraja-Maṇḍala. Holdrege’s publications span embodiment in Hindu traditions, such as Bhakti and Embodiment (2015), and sacred space studies like her geospatial volume on Vraja. Her articles address topics like Gauḍīya Vaiṣṇava theology, foodways in religious traditions, and postcolonial theory. She teaches courses on South Asian religions, comparative methods, and Sanskrit religious literature.

María Dolores Porto RequejoView profile

Professor

• Cognitive Linguistics
• Discourse Analysis
• Metaphor Studies
• +3 more

María Dolores Porto Requejo is a Professor at the Department of Modern Philology (Universidad Autónoma de Madrid), specializing in Cognitive Linguistics and Discourse Analysis . She is a key member of the research group DICo: Discurso, Identidad y Cognición , focusing on socio-cognitive aspects of discourse. PhD in English Philology (Universidad Autónoma de Madrid, 2004) Her research focuses on: Multimodal metaphor analysis Discourse strategies in digital media Socio-cultural embodiment in linguistic representations Emotion and attention dynamics in narratives Metaphor's role in political and social contexts Recent publications analyze metaphorical constructions of social change (water metaphors), polarization in digital news, and multimodal storytelling. Her work appears in journals like Discourse and Society , Metaphor and Symbol , and Language and Communication . She has contributed to various international conferences on cognitive linguistics, discourse analysis, and digital communication, including presentations at: 13th International Conference of the Spanish Cognitive Linguistics Association (2024) 21st International Congress of Linguists (2024) Waterphors 2024 conference (2024)

Sergio Muñoz LeivaView profile

Academic

• Chamber Music
• Viola Performance
• Music Pedagogy
• +6 more

Sergio Muñoz Leiva is a Professor of Practice in Music and Director of Chamber Music at the Department of Music, College of the Holy Cross, where he teaches viola, chamber music, and music theory. He is also a Lecturer and Music Lesson Instructor, maintaining an active presence in both performance and education. Education: D.M.A., The Juilliard School M.M., Eastman School of Music B.M., New England Conservatory Sergio Muñoz Leiva is a dedicated music educator and performer whose work centers on chamber music, music pedagogy, and holistic performance practice. His teaching philosophy emphasizes critical thinking, embodiment of knowledge, and the integration of students’ lived experiences into musical learning. He is passionate about making music theory accessible and meaningful by linking analytical concepts directly to performance. His research and professional interests include Karen Tuttle’s Coordination system, interdisciplinary learning, and the emotional and physical dimensions of musical expression. Although no formal research articles are listed, his educational and performance activities reflect a deep engagement with music theory, analysis, and performance practice across historical periods—from Baroque to contemporary works. He has premiered pieces by Paola Prestini and Nico Muhly and performs on both modern and baroque viola. Sergio actively mentors students through private instruction and institutional teaching, currently accepting students in Providence, RI, Boston, MA, and online from Chile and Venezuela. He has previously taught at The Juilliard School, Eastman School of Music, University of Rochester, and City College Academy of the Arts. He currently teaches music theory at Project STEP in Boston. He is a member of the Providence Baroque Orchestra and has performed with ensembles such as A Far Cry, Palaver Strings, and the United Nations Chamber Music Society, appearing at venues including Carnegie Hall, The Metropolitan Museum of Art, and the Municipal Theater in Santiago. His artistic collaborators include Kim Kashkashian, Rachel Podger, and Nicholas Phan.

• Participatory Design
• Human-Computer Interaction
• Assistive Technologies
• +6 more

Suhas Govind Joshi is an Associate Professor in Information Systems Design at the University of Oslo's Department of Informatics. His work focuses on participatory design approaches, particularly with marginalized user groups including elderly populations and people with disabilities. He is an active member of the Information Systems Design (DESIGN) research group and has contributed significantly to the fields of Human-Computer Interaction and Assistive Technologies. Dr. Joshi's research centers on creating inclusive design methodologies that prioritize user capabilities rather than limitations. His work explores how embodied experiences, tangible interfaces, and material-based design can enhance accessibility and user experience for diverse populations. He has made significant contributions to understanding how older adults interact with technology, challenging common assumptions about their psychomotor abilities with touchscreens. His recent work bridges participatory design with artificial intelligence, examining how AI technologies can be co-designed with end users. Analysis of Dr. Joshi's publication record reveals a consistent focus on participatory design methodologies with vulnerable populations across multiple domains including healthcare technology, educational technology, and public sector digitalization. A distinctive thread throughout his research is the paradigm shift from designing for disabilities to designing for capacities, emphasizing user strengths rather than limitations. Dr. Joshi has been involved in several significant research projects including CORPUS (New competence requirements in the public sector), PUD (Podcast and Universal Design), and UD(X)=?. His collaborative work with researchers like Tone Bratteteig, Heidi Bråthen, and Maja van der Velden demonstrates strong interdisciplinary connections within the Human-Computer Interaction field. As part of the Information Systems Design research group at the University of Oslo, Dr. Joshi contributes to a vibrant community focused on user-centered approaches to technology design. His innovative methodology using social workers as proxies for people with intellectual disabilities has gained recognition in the participatory design community for enabling meaningful inclusion of previously underserved populations in the design process.

Justine CassellView profile

Professor

• Human-Computer Interaction
• Social Computing
• Embodied Conversational Agents
• +7 more

Justine Cassell is an SCS Dean's Professor in the School of Computer Science at Carnegie Mellon University, where she also serves as associate dean for technology strategy and impact. She is director emerita of the Human-Computer Interaction Institute (HCII) and co-director of CMU's Simon Initiative and Yahoo-InMind collaboration. Additionally, she is a senior researcher in the ALMAnaCH NLP group at INRIA Paris and holds the founding international chair at the PRAIRIE Paris Institute on Interdisciplinary Research in AI. She maintains courtesy appointments in Psychology, Linguistics, and the Center for the Neural Basis of Cognition. Cassell earned her DEUG in Literature from the Université de Besançon, an M.Litt in Linguistics from the University of Edinburgh, and a dual Ph.D. from the University of Chicago in Psychology and Linguistics. Her academic journey includes founding director roles at the Center for Technology and Social Behavior and the Technology and Social Behavior joint Ph.D. program at Northwestern University, as well as a tenured professorship at the MIT Media Lab where she directed the Gesture and Narrative Language Research Group. Cassell's research focuses on human-human conversation and storytelling, progressively evolving to develop computational systems that can participate in these activities. She is credited with developing Embodied Conversational Agents (ECAs), virtual humans capable of interacting with humans using both language and nonverbal behavior. Her work increasingly addresses the impact of these technologies on learning and communication, particularly through virtual peer systems for children's language and literacy development, and studying online communities' effects on young people's self-esteem and sense of community. Her recent publications demonstrate a clear trajectory toward increasingly sophisticated multimodal interaction systems, with growing emphasis on social bonding, neural synchrony, and the application of conversational AI in educational contexts. The research shows progression from basic conversational agents to complex systems that model social dynamics and support learning through virtual peers, with recent work exploring large language models' role in conversational grounding and the application of multimodal approaches to studying social bonds. Edgerton prize at MIT (2001) Anita Borg Institute Women of Vision award for Leadership (2008) AAAS Fellow (2012) Royal Society of Edinburgh Fellow (2016) ACM Fellow (2016) Henry and Bryna David prize for social science applicable to public policy (2018) Honorary doctorate by the University of Edinburgh (2023) Cassell has been instrumental in developing numerous research initiatives including the Simon Initiative on Technology-Enhanced Learning and the Yahoo InMind Project on the Future of Personal Assistants. Her work has received significant funding for projects investigating virtual peer technology for children with autism, scaffolding science achievement in culturally diverse classrooms, and connection machines studying nonverbal behaviors in conversation. She has advised numerous students and researchers who have gone on to make significant contributions in human-computer interaction, social computing, and educational technology. As director of the HCII and through her current research leadership roles, Cassell has fostered interdisciplinary collaboration across computer science, psychology, linguistics, and education. Her ALMAnaCH research group at INRIA Paris and her continued work at CMU focus on advancing socially interactive agents, with particular attention to their applications in education and their ability to model and support human social interaction. Her leadership extends to the French governmental committee CNNUM (Conseil National du Numérique), where she contributes expertise on the future of digital technology.

• Human-Computer Interaction
• Autism Research and Assistive Technologies
• Mental Health Applications
• +7 more

Hwajung Hong is an Associate Professor in the School of Interactive Computing at Georgia Institute of Technology's College of Computing. With a prolific publication record spanning from 2009 to 2025, Dr. Hong has established herself as a leading researcher at the intersection of Human-Computer Interaction, accessibility, and mental health applications. Her work frequently appears in top-tier venues including CHI, CSCW, and DIS, with growing emphasis on AI/LLM applications in recent years. Dr. Hong's research focuses on designing technology for vulnerable populations, particularly individuals with autism spectrum disorder, mental health challenges, and neurodiverse communities. Her early work centered on social computing applications for autism support, evolving toward more comprehensive systems addressing mental wellness, stress management, and relationship dynamics. Recent publications demonstrate a strategic pivot toward leveraging large language models for healthcare interventions, communication support, and bias mitigation. Analysis of her 15 most recent publications reveals a strong trajectory toward AI-mediated interventions across multiple domains - from mental health support for Korean investigative officers to communication tools for minimally verbal autistic children. Her work consistently emphasizes user-centered design, cultural sensitivity, and practical implementation in real-world contexts rather than purely theoretical approaches. Dr. Hong has mentored numerous graduate students who have become productive researchers in their own right, with Kwangyoung Lee, Dasom Choi, and Hyunseung Lim appearing as frequent collaborators on recent publications. Her research program demonstrates remarkable continuity in addressing human-centered challenges while adapting methodologies to incorporate emerging technologies.

Tania AllenView profile

Professor

• Critical Cartography
• Design Research
• Participatory Design
• +6 more

Tania Allen is an Interim Department Head and Professor of Media Arts, Design and Technology at North Carolina State University's College of Design. She serves as a Faculty Fellow with the Center for Geospatial Analytics and co-directs the design research group co-lab, which focuses on critical mapping as a participatory design research tool. Her work bridges academic research with practical applications in community engagement and social justice. Her educational background includes: B.A. in History with Minors in Fine Arts/Graphic Design from Washington University Certificate in Visual Communication from the School of the Art Institute of Chicago Master of Graphic Design from North Carolina State University Allen's research centers on critical cartography and critical mapping as tools for design research. Building on theories from anthropology, action research, placemaking, and participatory design, her work seeks to 'thicken' the way data is visualized and the stories at the core of data collection and communication. Her approach emphasizes the reciprocal activity of encoding and decoding, bridging the researcher's perspective with the subject's lived experience. She challenges assumptions embedded in mapping processes while embracing cartography as both an analytic and synthetic research tool. Analysis of her publication trajectory reveals a clear evolution from foundational explorations of critical mapping toward concrete applications addressing social justice issues. Her recent work increasingly focuses on Confederate memorialization, urban development, and oppressive infrastructures, demonstrating her commitment to using design as a catalyst for community engagement and social change. This progression reflects growing sophistication in applying critical cartography to address systemic inequities. As a Faculty Fellow with the Office of Faculty Development, Allen helped create an online certificate program focused on higher-order thinking through critical and creative pedagogy. Her contributions to the TH!NK initiative have transformed campus teaching culture toward student-centered instruction that promotes critical thinking across disciplines. She has also taught Design Thinking, focusing on creative research strategies for beginning design students. Allen co-directs the cross-institutional colloquium 'Oppressive Infrastructures: Examining Systems of (in)Equity In/Through/By Data,' which investigates how data systems perpetuate inequality. Through her professional practice, she has worked with organizations including the Chicago Botanic Garden, Boston Symphony Orchestra, Accenture, MIT, and Harvard University, consistently focusing on design as a participatory process that empowers communities to address social issues and create change from the ground up.

Bettina FritzscheView profile

Professor

• Educational Research
• Qualitative Research Methods
• Ethnography
• +6 more

Prof. Dr. Bettina Fritzsche is a Professor of General Educational Science with a focus on qualitative research methods at the Institute of Educational Science , University of Education Freiburg. She serves as Dean of Studies, Faculty I, and Head of BA/MA Educational Science programs. Her research examines educational practices through reconstructive methodologies, ethnography, and videography, with particular attention to cultural comparison, vulnerability, and inclusion/exclusion dynamics in pedagogical settings. University: University of Education Freiburg Role: Professor, Dean of Studies, Program Head Departments: Institute of Educational Science Email: bettina.fritzsche@ph-freiburg.de Research Focus: Fritzsche specializes in reconstructive educational research , analyzing teacher-student interactions and institutional norms through a cultural comparative lens . Her work applies Judith Butler's recognition theory to study how heterogeneity and inequality manifest in schools, particularly through policies aimed at inclusion. She investigates meta-ethnographic synthesis and methodological pluralism to understand cross-cultural educational practices. Article Trends: Her publications emphasize praxeological approaches to schooling, ethnographic case studies , and transnational educational comparisons . Key themes include vulnerability production , symbolic exclusion , and pedagogical border-drawing , with methodological innovations in videography and cultural translation .

Eva ÖsterlindView profile

Professor

• Drama Education
• Sustainable Development in Higher Education
• Arts-based Teaching Methods
• +3 more

Eva Österlind is a Professor at Stockholm University's Department of Teaching and Learning, leading the Drama for Learning research group - Sweden's premier drama research environment. Her work focuses on integrating drama/theatre pedagogy with sustainability education and social change initiatives across Nordic educational systems. Stockholm University, Department of Teaching and Learning Research Group: Drama for Learning Academic Focus: Drama Pedagogy, Sustainability Education Global collaborations: Athens, Helsinki, Stockholm drama workshops Her research explores drama's unique capacity to bridge emotional and cognitive learning barriers, particularly in sustainability education. Recent publications analyze drama workshops' effectiveness in fostering interconnectedness and perspective expansion through embodied, collective practices. Comparative studies across Nordic countries reveal institutional challenges in establishing drama as an autonomous research discipline. Eva's 15+ recent publications examine drama's role in civic education, health promotion, and curriculum reform. Key themes include Theatre of the Oppressed's potential for social transformation, arts-based sustainable development strategies, and the interplay between educational context and learning outcomes in drama interventions. While specific scientific awards aren't documented in the provided texts, her work has been featured in international conferences and publications including Research in Drama Education and Education Sciences . She emphasizes collaborative teaching approaches between subject specialists and drama pedagogues for maximizing educational impact.

Karolina SzymborskaView profile

Assistant Professor

• Child Studies
• Literary Anthropology
• Cultural Anthropology
• +5 more

Dr. Karolina Szymborska serves as Assistant Professor at the Department of Cultural Anthropology within the Faculty of Cultural Studies at the University of Białystok. Her academic work bridges literary anthropology and interdisciplinary child studies, focusing on historical and contemporary representations of childhood across cultural domains. Her research interests span child studies , literary anthropology , and affective philosophy of childhood . Key areas include postmodern fairy tales, child thanatology, boyology, pedology, cultural memory, and children's film. She develops educational frameworks like the prefigurative method and exopedagogy, emphasizing child agency in cultural production and pedagogical innovation. Analysis of her 15 most recent publications (2013-2022) reveals consistent focus on childhood representation across literary, cultural, and philosophical contexts. Her work demonstrates strong interdisciplinary integration, particularly between literary theory, cultural anthropology, and educational practice, with recurring themes of child agency and cultural memory construction. She actively coordinates research initiatives including the international "Together for Education" project (2017-2023), implementing pedagogical innovations in Polish schools worldwide through Ministry of Education funding. Since 2022, she executes the Henryk Sienkiewicz "Writings" critical edition grant. As editor of the "Children Studies. Literature-Theory-Life" publishing series, she facilitates international scholarly dialogue on child studies methodology. Szymborska directs cultural-educational activities through "Wspólnota Polska" Association, developing programs that engage students in co-creating educational materials. Her work extends to Polish diaspora communities across 15 countries, emphasizing child-centered cultural production and transnational educational exchange.

Emily RyallsView profile

Assistant Professor

• Feminist Media Studies
• Cultural Studies
• Adolescence in Popular Culture
• +5 more

Dr. Emily Ryalls is an Assistant Professor in the Interdisciplinary Studies in the Liberal Arts Department (ISLA) at California Polytechnic State University (Cal Poly), where she has taught since 2017. She specializes in communication, women’s and gender studies, and media criticism. Education Ph.D. Communication Studies, University of South Florida M.A. Communication Studies, University of Alabama B.A. Speech Communication, James Madison University Research Interests Her scholarship interrogates representations of adolescence in popular culture—spanning music, film, television, social media, and journalism—with a feminist lens on race, class, gender, and sexuality. A central concern is how media normalize punitive attitudes toward teens. Her monograph The Culture of Mean: Representing Victims and Bullies in Popular Culture (Peter Lang, 2018) is the first sustained feminist study of contemporary bullying discourse. Publication Trends Across 26 peer-reviewed works (2011-2025), Ryalls has traced evolving depictions of teen girlhood, toxic masculinity, climate activism, and sexual health on platforms such as Netflix and Bravo. Recurring themes include postfeminist sensibilities, viral celebrity, and intersectional feminist critique. Teaching & Service She offers courses in public speaking, media criticism, gender and communication, and cultural studies, infusing feminist pedagogy and digital activism into the curriculum. Contact Email: eryalls@calpoly.edu Phone: 805-756-2909 Office: Faculty Offices North (47) 23L

Marianne TurnerView profile

Associate Professor

• Bilingual Education
• Teaching English to Speakers of Other Languages (TESOL)
• Translanguaging
• +5 more

Marianne Turner is an Associate Professor in Bilingual Education and TESOL at Monash University's School of Curriculum Teaching & Inclusive Education. Her research focuses on developing socially equitable understandings of language and building capacity for multilingual approaches across educational settings. She has established significant collaborations with Victorian Department of Education and Catholic Education through funded research projects. Her primary research interests include: Translanguaging as a framework addressing social inequity Integration of EAL and content-based learning in English-speaking contexts Language teacher pre-service education and professional development Content and language integrated pedagogies (CLIL) Educating for diversity and inclusion through multilingual strategies Recent publications demonstrate a clear trajectory toward practical implementation of translanguaging in Australian classrooms, with emphasis on teacher development, digital multimodal approaches, and policy frameworks. Her work consistently bridges theoretical concepts like trans-semiotizing with classroom applications through projects involving Home Languages in English Classrooms and Plurilingual Pedagogy initiatives. Turner actively disseminates research through teacher associations (VicTESOL, MLTAV), government resources, and media engagement. Current projects include English as an Additional Language (EAL) pedagogy development for secondary classrooms (2025) and Home Languages in the English Classroom research (2021-2022). She has supervised PhD students focusing on translanguaging approaches but is currently not accepting new candidates. Her research contributes to UN Sustainable Development Goals through advancing educational equity and inclusive language practices.

Tamara FriedenbergerView profile

Research Fellow

• Data physicalization
• Data visualization
• Social interactions in informal learning environments
• +5 more

Tamara Friedenberger serves as a Research Fellow at the Institute for Human-Computer-Media within the Faculty of Human Sciences at Julius-Maximilians-University Würzburg. She is an active member of the Psychological Ergonomics research team led by Prof. Dr. Jörn Hurtienne, contributing to cutting-edge research at the intersection of human-computer interaction, data visualization, and social dynamics. Her educational background includes a Master of Science in Human-Computer Interaction and a Bachelor of Science in Psychology, both completed at Julius-Maximilians-University Würzburg. This interdisciplinary foundation supports her research in creating meaningful technological experiences that align with human cognitive and social processes. Friedenberger's research interests focus on data physicalization and visualization , examining how physical representations of data affect social interactions in informal learning environments. Her work in feminist HCI challenges traditional design paradigms by incorporating diverse perspectives and embodied experiences. She also specializes in research methods and statistics, bringing rigorous analytical approaches to qualitative human-centered computing research. Her recent publications (2023-2025) reveal a consistent focus on the social dimensions of interactive technologies, with particular emphasis on multispecies interaction, data representation ethics, and the material aspects of user experiences. Friedenberger frequently collaborates with colleagues across the Psychological Ergonomics team, contributing to interdisciplinary projects that bridge psychological theory with practical design applications. As part of the active research staff at the Institute for Human-Computer-Media, Friedenberger contributes to the department's mission of advancing human-centered technology design through empirical research and innovative design explorations. Her work demonstrates the institute's commitment to addressing complex human-technology interaction challenges through both theoretical and practical approaches.

Corey MaleyView profile

Associate Professor

• Philosophy of Science
• Philosophy of Neuroscience
• Cognitive Science
• +2 more

Corey Maley is an Associate Professor of Philosophy at Purdue University, specializing in foundational questions about computation and its role in neuroscience, cognitive science, and psychology. His interdisciplinary work bridges philosophy of science with computational theories of mind. Education: B.S./B.A. in Computer Science, Mathematics, Philosophy, and Psychology (University of Nebraska); Ph.D. in Logic and Philosophy of Science (Princeton University) Research Focus: Explores analog computation, neural representation, and the philosophical implications of treating brains and minds as literal computers. Investigates the relationship between physical magnitudes and computational frameworks in biological systems. Scientific Contributions: Recipient of the NSF Scholar Award for work on unifying analog and digital computation theories. Developing a manuscript titled "The Analog Brain" under contract with Oxford University Press. Authored influential papers on neural computation, emotion, and computational metaphysics. Contact: BRNG 7137, Purdue University, cjmaley@purdue.edu

I.V. RamakrishnanView profile

Professor

• Artificial Intelligence
• Computational Logic
• Machine Learning/Computational Logic Combination
• +2 more

I.V. Ramakrishnan is a Professor in the Department of Computer Science at Stony Brook University. His research spans Artificial Intelligence, Computational Logic, Machine Learning, Information Retrieval, and Computer Accessibility. Ph.D. in Computer Science, University of Texas at Austin (1983) His work focuses on advancing AI and machine learning to solve accessibility challenges for visually impaired users, healthcare informatics, and robotic manipulation. Key contributions include leveraging large language models for multimodal text correction, developing gesture recognition systems for blind users, and applying reinforcement learning to medical data analysis. Recent publications highlight the integration of LLMs in accessibility tools, AI-driven healthcare solutions (e.g., mortality risk prediction, physician attribution), and robotics innovations (e.g., manipulation planning, vertical farming automation). Faculty Service Award (2014) He teaches courses CSE 352 (Artificial Intelligence) and CSE 537 (AI). His research bridges theoretical and applied domains, emphasizing inclusive technology and clinical decision support systems.