Find Academic Supervisors

Marijke HechtView profile

Assistant Professor

• Urban Environmental Education
• Learning Ecosystems
• Environmental Identity Development
• +5 more

Marijke Hecht is an Assistant Professor of Environmental Education at The Ohio State University, affiliated with the Learning Ecologies Lab and the Environmental and Social Sustainability Lab. Her work bridges learning sciences, ecological design, and community stewardship to investigate how urban environments foster environmental identity and lifelong learning. PhD in Learning Sciences and Policy from University of Pittsburgh MS in Botany from University of Vermont Her research focuses on urban environmental education, emphasizing: Relational processes between humans and more-than-human entities Learning ecosystem theory and design Informal education in parks and museums Equitable multispecies urban communities Recent publications explore stakeholder perspectives in protected areas, decentering humanism in education, and water-based learning frameworks. She teaches courses including Environmental Education & Communications and Environmental Education in Action . Previously, Hecht led environmental nonprofit initiatives in Pittsburgh, directing projects like the Frick Environmental Center and Nine Mile Run stream restoration. Her interdisciplinary approach integrates naturalist practices, ecological design, and research-practice partnerships.

• Cultural Geography
• Urban Migration Studies
• Housing Research
• +4 more

Prof. Dr. Carmella Pfaffenbach serves as Universitätsprofessorin (Full Professor) leading the Department of Cultural Geography within the Faculty of Geosciences and Resources Engineering at RWTH Aachen University. She heads the Built and Lived Environment (BLE) profile area and maintains her office at Wüllnerstraße 5b in Aachen. Her research team includes multiple doctoral candidates and researchers working on migration, housing, and urban spatial dynamics. Dr. Pfaffenbach's academic background includes a Habilitation from the University of Bayreuth (2001), doctoral studies at the University of Erlangen-Nuremberg (1990-1993), and undergraduate studies in Geography, Islam Studies, and Sociology. Her career trajectory spans guest professorships at the University of Vienna, Rabat, and GUtech Oman, along with prior academic positions at Munich and Bayreuth universities before assuming her current leadership role in 2007. Her primary research focuses on cultural geography with emphasis on migration integration, housing studies, and spatial inequality. Current projects include Temporalität des Wohnens (housing temporality and emotional attachment) and sustainable housing transformation in Oman. Her work demonstrates strong methodological innovation, particularly in mobile ethnography and mixed-methods approaches to studying refugee integration and urban poverty patterns. Analysis of her recent publications (2021-2025) reveals three dominant research streams: (1) German urban poverty and spatial segregation patterns, (2) Omani migration dynamics with focus on South Asian communities, and (3) methodological innovations in soundscape and mobility research. Her work frequently employs comparative frameworks across German and Gulf contexts, with particular attention to gendered spatial experiences. As Vertrauensdozentin for the Studienstiftung des deutschen Volkes and co-editor of Geographische Zeitschrift, she maintains significant academic service roles. Her research team includes doctoral candidates working on refugee integration, urban poverty mapping, and Omani housing dynamics, supported through institutional frameworks like the RWTH profile area. Current research infrastructure includes collaborations with KIT Karlsruhe, University of Mainz, and German University of Technology in Oman. Her lab structure operates within the Built and Lived Environment profile area, facilitating interdisciplinary work on urban spatial dynamics through both qualitative fieldwork and quantitative spatial analysis approaches.

• Educational Psychology
• Developmental Psychology
• Technology in Education
• +5 more

María Villa Carpio Fernández serves as a University Professor in the Department of Psychology at the University of Jaén, Spain, specializing in developmental and educational psychology with particular focus on technology integration in learning environments and family influences on student development. Her research examines flipped classroom methodology, digital resource usage patterns, and gender representations in educational contexts across secondary and higher education levels. She earned her PhD from the University of Granada in 2001 with the dissertation "Illiterate Adults and Reading Acquisition," supervised by Dr. Fernando Justicia and Dr. Sylvia Ana Defior Citoler. This foundational work established her trajectory in educational psychology and literacy development. Dr. Villa Carpio's research program investigates critical intersections between pedagogical innovation and psychological development. She analyzes how flipped classroom implementations affect student engagement and academic outcomes, examines parental educational styles in technology usage contexts, and explores emotional intelligence profiles in adolescent development. Her work consistently addresses contemporary challenges in Spanish education systems while contributing to international discourse on digital learning environments. Analysis of her 2021-2025 publications reveals three dominant research streams: (1) flipped classroom methodology's impact on engagement and performance in higher education, (2) family dynamics in technology usage and self-regulated learning among adolescents, and (3) gender representation analysis in educational materials. These streams demonstrate her commitment to evidence-based educational interventions grounded in developmental psychology principles. Scientific awards: No specific honors or fellowships were documented in the provided materials. As a professor at the University of Jaén, she actively supervises graduate research and contributes to the Developmental Psychology and Educational Intervention research group. While specific grant details are unavailable, her publication record indicates sustained research activity through institutional and potentially national funding mechanisms supporting educational innovation in Spain. She maintains active collaboration within the Developmental Psychology and Educational Intervention research group, which focuses on evidence-based strategies for educational improvement across developmental stages. This team conducts applied research addressing literacy development, technology integration challenges, and socio-emotional factors in Spanish educational contexts.

• Agenda Setting
• Political Communication
• Media Effects
• +6 more

Stefan Geiss is a Professor in the Department of Sociology and Political Science at the Norwegian University of Science and Technology (NTNU), Faculty of Social and Educational Sciences. His research focuses on agenda-setting processes, frame building, opinion formation, and journalistic decision-making, with particular attention to crisis communication and media effects. Geiss investigates how issues compete for media and public attention, examining the role of event types, news factors, and cultural resonance in shaping coverage. His work explores the dynamics of crisis labeling over historical timeframes (1785-2020), the conditional nature of agenda-setting power, and the complex relationship between journalists' role ideals and democratic contexts. He employs rigorous methodological approaches including longitudinal analysis, content analysis, and Monte Carlo simulations to address fundamental questions in political communication. His recent publications reveal strong trends in historical crisis communication analysis, methodological innovation in content analysis, and critical examinations of echo chamber effects in digital media environments. Geiss frequently collaborates with researchers like Melanie Magin, Birgit Stark, and Pascal Jürgens, producing interdisciplinary work spanning political science, sociology, and media studies. Geiss actively contributes to academic discourse through conference presentations at ICA and ECREA events, and engages with public media through interviews on crisis communication trends. His research has practical implications for understanding media coverage of contemporary societal challenges including migration debates and energy transitions.

• Disability Studies
• Social History
• Canadian History
• +4 more

Dustin Galer serves as an Adjunct Assistant Professor in the Department of Health, Aging & Society at McMaster University, where his interdisciplinary scholarship bridges historical analysis with contemporary social policy. His academic profile reflects deep engagement with disability studies, particularly through historical lenses examining Canadian labor movements, medieval societal structures, and Victorian-era fraternal organizations. Research interests prominently feature Disability Studies, Social History, and Canadian History, with significant contributions to understanding occupational therapy's origins and disability's cultural constructions across eras. Galer's work consistently interrogates power dynamics in disability narratives, from bourgeois crisis management in early 20th-century Canada to spiritual dimensions of rehabilitation. His methodology combines archival rigor with theoretical frameworks examining how private lives intersect with public policy reforms. Publication trends from 1981-2014 reveal a pronounced shift toward disability history after 2007, with three major 2014 contributions establishing his expertise in Canadian disability historiography. While predominantly humanities-focused, his portfolio unexpectedly spans archaeology (Neolithic chronology) and analytical chemistry (veterinary drug analysis), demonstrating remarkable methodological versatility. The Map of Science visualization confirms this breadth, showing substantial activity in Econometrics, Archaeological Science, and Psychiatric Genetics. Galer maintains no recorded grants in the VIVO system, suggesting independent scholarship or underreported funding. His advising activities remain undocumented, though his publications indicate potential mentorship through collaborative research. The absence of laboratory or team affiliations points to primarily solo-authored historical work, consistent with humanities research norms.

• Late Antiquity
• Early Christianity
• Religious Conflicts
• +4 more

Adrian Brändli holds dual leadership roles at the University of Applied Sciences and Arts Northwestern Switzerland (FHNW) as Head of the Institute of Humanities and Social Sciences and Co-Head of the International Office within the School of Engineering and Environment. He serves as a Lecturer for Culture and Communication, teaching foundational Writing and Rhetoric courses alongside History in Humanities and Social Sciences. Previously, he held academic positions at the Universities of Bern, Oxford, and Zurich, and managed scientific programming at Rome's Istituto Svizzero. Education: DPhil in Ancient History, University of Oxford Academic career initiation at the University of Bern Research Focus: Dr. Brändli specializes in Late Antiquity's societal transformations, particularly early Christianity's emergence and the social mechanics of religious conflicts. His interdisciplinary work bridges historical analysis of the late Roman Empire with contemporary social theory, examining how religious identity formation and intergroup tensions reshaped political structures and cultural norms during antiquity's transition to the medieval era. This research provides critical insights into historical patterns of religious pluralism and conflict resolution relevant to modern societal challenges.

Duri LongView profile

Assistant Professor

• Human-Computer Interaction
• Human-Centered AI
• AI Literacy
• +7 more

Duri Long is an Assistant Professor in the Department of Communication Studies at Northwestern University, with a courtesy appointment in Computer Science. As director of the Creative Interfaces Research + Design Studio , they bridge human-centered AI, design fiction, and co-creativity through interdisciplinary methodologies from learning sciences, cognitive research, and design practice. Their educational background includes a PhD in Human Centered Computing from Georgia Tech (specialization in Learning Sciences and Technology), a minor in Design Research, and BS degrees in Computer Science and Dramatic Art from UNC Chapel Hill. Research focuses broadly on AI literacy , human-AI improvisation , and equitable design for social environments. Recent publications analyze communal GenAI paradigms (ACM DIS 2025), gender bias in college essay AI (FAccT 2025), and hands-on AI education tools (DL.acm.org). They received an Honorable Mention for Best Paper at GROUP 2025. Advises PhD candidates: Richard Zhang, Lauren Lin, Aidan Fitzsimons Collaborates with artists/museums on co-creative AI installations Active in ACM DIS and CHI conferences

• Vocational Education
• Pedagogy
• Teacher Professional Development
• +7 more

Viktoria Grahn Johansson is a university lecturer at Linnaeus University, Department of Vocational Skills and Technology, Faculty of Engineering. She is currently pursuing doctoral studies in pedagogy and serves as program manager for the vocational teacher program. She is also a teacher representative on the university board and actively involved in teaching and research. Position: University Lecturer Institution: Linnaeus University Faculty: Faculty of Engineering Department: Department of Vocational Skills and Technology Her research centers on vocational education, particularly how vocational teacher students develop professionally while working as teachers during their studies. She is engaged in qualitative and ethnographic research methods, focusing on identity formation, learning processes, and didactic development in vocational contexts. The available publications from 2018 indicate a strong focus on recontextualizing didactic skills through video analysis and exploring social learning as a driver for societal and economic change. These works reflect an interdisciplinary approach combining education, sociology, and practical pedagogy, emphasizing experiential learning and engagement in vocational settings. She is actively involved in several research communities: Ethnographic Forum – focused on ethnographic and qualitative fieldwork Research group with a focus on vocational education – examining governance, professional identity, and culture in vocational training Research on Educational Professions and Practices (PEPP) – studying teachers' work and students' everyday learning across educational levels Viktoria is leading a doctoral project titled "Being and becoming a vocational teacher," which investigates how participation in real teaching environments contributes to professional formation. She has no listed scientific awards, students, or email addresses in the provided text.

Constantin VicăView profile

Associate Professor

• Applied Ethics
• Information Ethics
• Computer Ethics
• +7 more

Constantin Vică is an Associate Professor at the Faculty of Philosophy, University of Bucharest, where he also serves as Pro-rector. He earned his PhD in Philosophy in 2011 with a thesis on web technology and its cognitive, moral and political challenges. His research focuses on applied ethics, information and computer ethics, philosophy of artificial intelligence, bioethics, and social and political philosophy. His work examines topics including online outrage, authenticity and neurotechnologies, AI ethics, open data politics, intellectual property conflicts, and robot companionship. He has published extensively in journals such as Science and Engineering Ethics, Ethics and Information Technology, and Philosophy & Technology. Vică's recent publications reveal a strong focus on the ethical dimensions of emerging technologies, particularly social media platforms, AI systems, and neurotechnologies. His research demonstrates increasing engagement with practical applications of ethical frameworks to contemporary digital challenges, with notable attention to the pandemic's impact on digital ethics and the moral dimensions of AI development. He has held significant leadership roles including Deputy Director of the Center for Research in Applied Ethics (2017-2023) and Coordinator of the Master's program in Applied Ethics in Society, Business and Organizations (2019-2023). Currently, he serves on Romania's Scientific and Ethics Council in Artificial Intelligence and researches the ERC-funded avataResponsibility project. As an educator, Vică teaches courses including Ethics of Technologies, Ethics of Cognitive Technologies, and Philosophy of History. He has also contributed to academic integrity through his co-authored textbook Ethics and Academic Integrity (2018). His public engagement includes writing for Dilema veche, Scena 9, and Supplementul de cultura.

• Semantic Web
• Linked Open Data
• Knowledge Management
• +4 more

Klaus Tochtermann serves as a Professor at the Institute of Human-Centred Computing within the Faculty of Computer Science at Graz University of Technology. His research spans multiple dimensions of web technologies and knowledge management systems, with particular focus on the Semantic Web and Linked Open Data ecosystems. His research interests center on Semantic Web technologies , Linked Open Data applications , and knowledge management systems . Tochtermann explores how semantic technologies can transform information retrieval, knowledge organization, and collaborative processes in digital environments. His work investigates the economic implications of data value chains within the Web of Data ecosystem and develops methodologies for harvesting and integrating distributed knowledge resources. Analysis of his publication trends reveals consistent contributions to Semantic Web standards, with increasing focus on practical applications of Linked Data in enterprise and academic contexts since 2008. His work bridges theoretical computer science with real-world implementation challenges in knowledge-intensive domains. Stipendiat der Max Kade Foundation (1996) Tochtermann has led numerous significant research projects including EU-funded initiatives like MATURE (Continuous social learning in knowledge networks), ICT_ENSURE (European ICT environmental sustainability research), and FIT-IT Lasso (Lookup & Alignment Service with Semantic Open data). His project portfolio demonstrates strong collaboration with European research institutions and industry partners, addressing critical challenges in knowledge networking and semantic technologies. He actively contributes to academic discourse through conference organization, including I-Know 2009, and maintains engagement with practical applications through press contributions such as 'Bibliotheksgespräche - Future Internet und die Bibliotheskwelt'.

David DubinView profile

Associate Professor

• Foundations of Information
• Information Representation
• Document Encoding
• +4 more

David Dubin serves as a Teaching Associate Professor at the University of Illinois School of Information Sciences (iSchool), where he teaches courses in information processing, modeling, and analysis. His office is located in room 330 of the LIS Building at 501 E. Daniel Street, Champaign, IL, with contact via (217) 244-3275 or ddubin@illinois.edu. Education : PhD in Information Science, University of Pittsburgh Research Focus : Dubin's work centers on foundational aspects of information representation and description, particularly expression and encoding mechanisms in documents and digital resources. His expertise spans data curation, digital humanities, information retrieval, and knowledge organization, with significant contributions to document identity theory, markup semantics, and text encoding standards for humanities computing. Publication Trends : Analysis of his scholarly output reveals consistent engagement with digital humanities methodologies, especially TEI-based text encoding for fragmentary classical works and ontological frameworks for game studies. His research demonstrates recurring emphasis on the interplay between content, format, and interpretation across scientific data representation, digital library systems, and semantic modeling of information objects. Teaching Activities : Currently instructing Social History of Games & Gaming (IS142A), Independent Study (IS389DSD), and Decision Analysis and Modeling (IS390DAM) for Fall 2025. Office hours are conducted by appointment through direct contact.

• Neurodevelopment
• Genetics
• Evolution
• +5 more

Valerie Tornini is an Assistant Professor at the Department of Integrative Biology and Physiology and the Institute for Society and Genetics within the College of Letters and Science at the University of California, Los Angeles (UCLA). Her research bridges fundamental biological mechanisms with ethical frameworks to address developmental and regenerative biology. Education: Not explicitly stated in the text. Research Interests Dr. Tornini focuses on understanding molecular mechanisms governing cell identity and chromatin regulation in vertebrate development, particularly neural systems. Her work explores micropeptides encoded by long non-coding RNAs and their role in neurodevelopment , regeneration , and evolutionary innovation . She also investigates bioethical implications of biomedical research and advocates for diversity, equity, and inclusion in science. Publication Trends Her recent publications emphasize zebrafish models to study organ regeneration (heart, bone, fins), micropeptide functions , and genetic networks . Key themes include chromatin accessibility , cell proliferation dynamics , and ethical dimensions of translational research. Labs & Collaborations She leads the Tornini Lab at UCLA, collaborating extensively with researchers like AJ Giraldez and KD Poss . Her team utilizes genome engineering , single-cell technologies , and confocal imaging to decode gene regulatory logic in development.

• Physics Education
• Science Education
• Qualitative Methodologies
• +4 more

Dr. Magnus Strøm Kahrs is an Associate Professor at the Department of Physics, Faculty of Natural Sciences, Norwegian University of Science and Technology (NTNU). His academic career spans roles including Head of Division for University Didactics (2018-2019), Vice Dean for Professional Studies (2019-2021), and project coordinator for "Chi. Collective. Individual" (2018-2020). He has also held safety representative positions across multiple faculties. Dr. Kahrs' research focuses on physics education , science education , and engineering pedagogy , with specific emphasis on collaborative learning , learning technologies , and student motivation . His work explores how digital tools and pedagogical design impact learning environments, and he has contributed extensively to science and technology studies (STS) in engineering education. His publications (2012-2025) demonstrate a trajectory from digital learning environments to Bildung-oriented engineering approaches, showing increasing focus on ethical development , societal relevance , and holistic education . Key article themes include multicampus collaboration , student-centered learning spaces , and programming integration in physics . Dr. Kahrs teaches courses in Mechanical Physics , Electricity and Magnetism , and Thermal Physics , while also contributing to optics and wave physics instruction. His outreach includes conference presentations at SEFI , CDIO , and DUN events across Europe.

Anna-Katerina HadjantonakisView profile

Professor

• Developmental Biology
• Stem Cell Biology
• Cell Identity
• +7 more

Anna-Katerina Hadjantonakis is a Professor at the Sloan Kettering Institute, Memorial Sloan Kettering Cancer Center, and affiliated with the Weill Cornell Graduate School of Medical Sciences through the Tri-Institutional partnership. Her research is centered on understanding how cellular identity and diversity are regulated during embryonic development, particularly in the endoderm lineage, which gives rise to major internal organs such as the liver, pancreas, lungs, and intestine. Her work bridges molecular, cellular, and tissue-level scales using cutting-edge techniques including live imaging, single-cell genomics, and organoid models. She investigates how developmental mechanisms are co-opted in disease states like cancer, offering insights into tissue regeneration and metastasis. PhD in Mammalian Genetics, Imperial College London Postdoctoral training at Lunenfeld-Tanenbaum Research Institute, Toronto, and Columbia University, New York Her research interests include developmental biology, stem cells, cell fate specification, and tissue patterning. She employs quantitative, multidisciplinary approaches to study how single cells coordinate during organ formation. Her lab’s current projects focus on live imaging of cell states, spatial transcriptomics in 3D, and modeling tissue formation using organoids. The trends in her research, though specific publications are not listed, emphasize single-cell resolution analysis, dynamic cell behavior in vivo, and the plasticity of developmental programs in disease. These efforts contribute significantly to regenerative medicine and cancer biology. While no specific scientific awards are mentioned in the text, her leadership in a high-impact research program at a premier institution underscores her recognition in the field. Dr. Hadjantonakis mentors students through the Tri-Institutional PhD Program in Cell & Developmental Biology. Her lab provides training in advanced imaging, genomics, and developmental systems. Although specific grants are not listed, her long-standing position and research scope imply sustained funding from major sources. She contributes to science outreach and diversity initiatives through institutional programs. The Hadjantonakis lab is actively engaged in pioneering research on embryonic development using innovative technologies. Her team combines quantitative biology with developmental models to decode how tissues self-organize. The lab’s work has implications for understanding congenital disorders, regenerative medicine, and cancer progression.

Carol SogardView profile

Professor

• Sustainable Design
• Environmental Art
• Plastic Waste Mitigation
• +4 more

Professor Carol Sogard serves in the Department of Art & Art History at the University of Utah's College of Fine Arts, where she has taught Graphic Design since 1999 while also chairing the Graphic Design Program. A Michigan native now based in Salt Lake City, she maintains a dual career as principal of Visual Think Design and as a community-engaged artist. Her research centers on sustainable design practices, particularly addressing plastic waste through reclaimed material artistry. Sogard's work transforms plastic bags into tapestries, furniture, and wallpaper that visualize environmental threats to keystone species and ecosystems. Her artistic process integrates heat fusing, weaving, digital collage, and 19th-century biodiversity references to create layered narratives about consumerism's impact. Exhibitions of her work span nationwide galleries with recognition from AIGA, Print Magazine, and How Books. Notable projects include the 'Wallpapers for a Dying Planet' series (2021) examining endangered species, 'Point Wilson Artifacts' (2022) documenting ocean debris, and sustainable furniture designs like the Wisdom Chair series (2017). Her catalog design work for Utah Arts & Museums (2015-2018) earned multiple industry awards. AIGA National Design Archives honors How Magazine International Design Award (2012) Print Magazine Regional Design Annual (2010) Rockport Publishing features Utah Arts Council recognition UCDA awards Sogard's teaching integrates professional practice with environmental advocacy. Her Sustainable Design Practice course partners with the Utah Museum of Fine Arts to create public educational installations. As Creative Director for student publications like 'Sketch School' (2012) and 'What is this? A poster. A book.' (2010), she bridges academic learning with award-winning professional output. Her artistic research directly informs curriculum development in sustainable design methodologies.