Find Academic Supervisors

• Homework research
• Educational assessment
• School development
• +3 more

Britta Kohler is an Adjunct Professor at the University of Tübingen's Faculty of Economics and Social Sciences, Department of School Education. She serves as the Representative for Studies and Teaching at the Institute of Educational Science since October 2022 and coordinates two Master's programs: Educational Science for Teacher Education (M.Ed.) and School Research and School Development (MA). Her academic career spans over three decades with continuous contributions to educational research and practice. 1984-1989: Teacher training at Pädagogische Hochschule Heidelberg 1991-1994: Studies in Educational Science, Psychology, and Sociology at Eberhard-Karls-Universität Tübingen 1997: PhD at Ludwig-Maximilians-Universität München 2004: Habilitation at Pädagogische Hochschule Schwäbisch Gmünd 2009-present: Academic Councilor and Senior Academic Councilor at University of Tübingen 2015: Appointment as Adjunct Professor Professor Kohler's research focuses primarily on homework practices, educational assessment, and school development. Her work examines how teachers assign and review homework, how students engage with homework tasks, and how homework practices can be improved. She also investigates oral grading systems, management of classroom heterogeneity, and the development of effective full-day schools. Her research combines theoretical frameworks with practical applications, making significant contributions to both academic discourse and classroom practice. Analysis of Professor Kohler's recent publications (2021-2025) reveals a strong emphasis on contemporary educational challenges, particularly the intersection of traditional homework practices with emerging technologies like AI. Her work increasingly addresses how digital tools are transforming homework completion and academic integrity. She maintains a consistent focus on practical applications of research findings for teachers, parents, and educational policymakers, often publishing in practitioner-oriented journals alongside academic venues. 2004 Prize from the German Society for Educational Science (DGfE) for outstanding work by young educational scientists As coordinator of two Master's programs and academic advisor in school pedagogy, Professor Kohler plays a significant role in shaping future educational professionals. She serves as a reviewer for multiple educational journals including 'Unterrichtswissenschaft,' 'Schweizerische Zeitschrift für Bildungswissenschaften,' and 'bildungsforschung.' Her editorial work includes serving as co-editor of 'Lernende Schule' since 2025 and previously editing educational content for 'Schulmagazin 5-10' from 2015-2025. Professor Kohler's work extends beyond traditional academic boundaries through media engagement, having participated in interviews with Deutschlandfunk, Badische Neueste Nachrichten, and Table Media discussing contemporary educational issues. Her research often involves collaborative projects with school practitioners and international educational researchers, particularly with Japanese educational institutions as evidenced by her comparative work on school systems.

Braden LinnView profile

Assistant Professor

• Alcohol Use Disorder
• Negative Affect
• Emotion Regulation
• +3 more

Braden Linn is an Assistant Professor holding concurrent roles in three departments: Family and Community Medicine, Molecular and Precision Medicine, and Psychiatry and Behavioral Health. His research focuses on addiction medicine, particularly alcohol use disorder (AUD), emotion regulation, and behavioral change mechanisms. He leads projects funded by the National Institute on Alcohol Abuse and Alcoholism (NIAAA), exploring recovery dynamics and treatment efficacy. Key research interests include AUD recovery definitions, mindfulness-based interventions, and predictors of treatment success. His work often employs latent class analysis and longitudinal studies to assess patient outcomes and emotional variability's role in relapse prevention. Collaborations span clinical psychology, public health, and social work, emphasizing interdisciplinary approaches to addiction treatment. Current projects investigate how daily mindfulness practices and emotion differentiation influence drinking behaviors in AUD patients.

• Early Childhood Development
• Child Psychology
• Social-Emotional Development
• +4 more

Dr. Greta Doctoroff is an Associate Professor of Psychology at the Ferkauf Graduate School of Psychology, Yeshiva University. She specializes in early childhood development, focusing on the interplay between behavioral challenges and academic readiness in preschoolers. Her work emphasizes parent-child and teacher-child interactions as mechanisms to enhance social-emotional competence and school preparedness. She develops cost-effective interventions for home and preschool settings, with expertise in cognitive-behavioral therapy and early childhood program evaluation. Dr. Doctoroff holds a PhD from the University of Massachusetts (2005), an MS from the same institution (2001), and a BA from Haverford College (1996). She teaches courses on developmental psychopathology, early childhood research, and evidence-based interventions for youth. Her research is applied to Head Start and other early childhood programs, particularly addressing Spanish-speaking families through conjoint analysis methodologies. Her research interests include parenting program engagement, father involvement in education, and the role of shared book reading in mitigating behavioral issues. She evaluates interventions through randomized controlled trials and has contributed to tools like the Disruptive Behavior Rating Scale-Parent Version (DBRS-PV). Her work bridges academic research and practical application, aiming to reduce disparities in early childhood outcomes. Dr. Doctoroff consults for Head Start initiatives and maintains a private practice in Scarsdale, NY. Her recent articles highlight trends in culturally adapted programs, father engagement strategies, and the longitudinal impact of early social-emotional skills on later mental health.

John EagleView profile

Professor

• Family-School Partnerships
• Conjoint Behavioral Consultation
• Positive Behavioral Interventions and Supports
• +3 more

John Eagle is a Professor of School Psychology at Rhode Island College, where he teaches graduate and undergraduate courses to preservice teachers and school psychologists. With over 25 publications and 60 national presentations, his work significantly contributes to evidence-based practices in educational psychology and behavioral interventions. His educational background includes: 2005: Ph.D. in Psychological Studies in Education (Specialization: School Psychology) from the University of Nebraska-Lincoln (APA Accredited) 1997: M.S.W. in Clinical Social Work from the University of Michigan-Ann Arbor 1993: B.A. in Classical Studies/Economics from Vanderbilt University Dr. Eagle's research expertise centers on schoolwide positive behavioral interventions and supports (PBIS), behavioral consultation, and family-school partnerships. He has developed frameworks for universal family-school engagement within PBIS and pioneered implementation strategies for multi-tiered systems of support (MTSS). His work emphasizes collaborative approaches between school psychologists, administrators, and families to drive systemic change and improve student behavioral and academic outcomes through data-driven interventions. Analysis of his publications from 2019 to 2001 reveals sustained focus on integrating family and community dynamics into school-based behavioral frameworks. Key trends include the evolution of conjoint behavioral consultation models across diverse populations, refinement of tiered intervention systems (PBIS/MTSS), and exploration of impairment reduction through family-situation analysis. His work consistently bridges theoretical foundations with practical applications for school mental health initiatives. Scientific Awards: No awards were mentioned in the provided text. Dr. Eagle has secured significant federal funding as Project Coordinator for the Rhode Island State Personnel Development Grant (SPDG). His leadership extends to serving as Rhode Island's state representative for the National PBIS Leadership Team and active roles in professional associations including the National Association of School Psychologists (1998-Present), Family School Community Alliance (2018-Present), Association for Positive Behavior Supports (2015-Present), and Rhode Island School Psychologists Association (2008-Present). He also contributes to the National Center for School Mental Health through the Family School Community Alliance.

Kirsten StevensView profile

Senior Lecturer

• Human Resource Management
• Flexible working practices
• Remote and online learning
• +4 more

Dr. Kirsten Stevens is a Senior Lecturer in Human Resource Management at Coventry Business School's School of Marketing and Management, part of the Faculty of Business and Law at Coventry University. She holds key academic leadership roles including Course Director for the MA in International HRM program delivered at Emirates Aviation University in Dubai and serves as Link Tutor for third-party CPD contracts. Her professional background includes extensive HR practitioner experience across public and private sectors. Qualifications: Senior Fellow of the Higher Education Academy (2016) Doctorate in Social Sciences (2009) Chartered Fellow of the Chartered Institute of Personnel and Development (2009) Her research focuses on the implications of geographically dispersed workforces, examining innovative work arrangements and their organizational impact. Primary research domains include: Remote and flexible working methodologies Virtual/multinational team dynamics Work-life integration challenges Online pedagogical approaches for adult learners Cross-cultural HR practices She also undertakes HR consultancy for non-profit organizations. Her scholarly publications demonstrate consistent focus on evolving work paradigms, particularly examining remote supervision challenges, international education models, and organizational development frameworks. Research frequently intersects HR strategy, behavioral psychology, and technology-enabled work environments. Awards and Recognition: Senior Fellow status at Higher Education Academy Chartered Fellowship in Personnel and Development Dr. Stevens supervises postgraduate researchers and teaches in the International Human Resource Management MSc and International Business MSc programs. She additionally leads multiple postgraduate modules and contributes to institutional governance through the Faculty Safety Sub Group.

Bibiana Regueiro FernandezView profile

Professor

• Educational Psychology
• Homework Involvement
• Academic Motivation
• +5 more

Bibiana Regueiro Fernandez is a Professor at the Department of Pedagogy and Didactics, Faculty of Education Sciences, University of Santiago de Compostela. She is a member of the ESCULCA research group and collaborates with the Educational Psychology Research Group (GIPED) at the University of A Coruña. Doctorate from University of A Coruña (2018) Over 50 scientific publications, including JCR-indexed journals International research stays in Spain, USA, Germany, and Portugal Her research focuses on educational psychology, homework involvement, academic motivation, and student engagement. Key themes include: Parental involvement in mathematics learning Motivational profiles in primary/secondary education Homework time management and performance Dynamics in multicultural student populations Teacher self-efficacy and student outcomes Her work employs structural equation modeling, latent profile analysis, and multivariate methods. She has presented over 100 communications at international conferences.

• Educational Psychology
• Quantitative Research Methods
• Educational Effectiveness
• +6 more

Benjamin Nagengast is Professor of Educational Psychology and Deputy Director of the Hector Institute for Empirical Educational Research at the University of Tübingen. His work focuses on educational psychology, quantitative research methods, and motivation theory, with a particular emphasis on academic self-concept, intervention programs, and causal analysis in educational settings. He previously served as co-director of the LEAD Graduate School & Research Network and head of the LEADing Research Center until June 2022. His research spans topics including: Educational effectiveness and policy evaluation Motivational dynamics and value-belief interactions Multilevel modeling of educational outcomes Personality-achievement correlations Longitudinal studies of developmental trajectories While not explicitly listing scientific awards, his publications highlight methodological innovations and large-scale empirical studies. He mentors students through collaborative research projects, though individual advisees aren't named. His work frequently appears in top journals like Psychological Science and Journal of Educational Psychology , with recent articles examining detracking effects, twin comparison processes, and the interplay between self-concept and achievement. He maintains active collaborations with institutions like the University of Oxford and University of Jena.

Michael P. TwohigView profile

Professor

• Clinical Psychology
• Behavioral Therapy
• Anxiety Disorders
• +7 more

Michael P. Twohig is a Professor in the Combined Clinical/Counseling PhD specialization at Utah State University's Department of Psychology within the Emma Eccles Jones College of Education and Human Services. He specializes in developing evidence-based treatments for anxiety disorders, OCD, and body-focused repetitive behaviors like trichotillomania. His work emphasizes treatment mechanisms and behavioral approaches such as Acceptance and Commitment Therapy (ACT). Twohig holds degrees from the University of Wisconsin-Milwaukee (BA, MS) and the University of Nevada, Reno (PhD), with clinical training at the University of British Columbia Hospital. He co-directs the USU ACT Research Group, focusing on translational research and clinical innovation. Education: BA and MS in Behavior Analysis (UW-Milwaukee), PhD in Clinical Psychology (UNR), Clinical Internship (UBC Hospital). Research Interests: Treatment efficacy evaluation, mechanisms of action in therapies, ACT applications for anxiety/OCD, multicultural mental health, and pediatric hearing aid management. He explores interventions for eating disorders, substance abuse, and developmental disabilities through behavioral and cognitive frameworks. Publications and Grants: Over 50 peer-reviewed articles (2021–2025), books on ACT, and grants supporting telehealth and digital interventions. His work has been cited in systematic reviews and clinical handbooks. Labs/Teams: Co-leads the USU ACT Research Group, advancing ACT-based treatments and training clinicians globally. He mentors students via a 'junior colleague' approach, fostering collaborative research. Future Work: Planning to accept a new graduate student for Fall 2025, expanding ACT applications for chronic health conditions and cross-cultural mental health.

• Pavement Design and Analysis
• Pavement Condition Assessment and Management
• Asphalt Technology
• +4 more

Dr. Suresh Immanuel serves as the Associate Provost of Academic Partnerships and Dean of the College of Business and Engineering at the University of Evansville, while maintaining a tenured Professorship in Civil Engineering. He previously chaired the Department of Mechanical and Civil Engineering and held roles in university committees including Academic Services and General Education. A registered professional engineer, he has received notable awards such as the 2023 Eykamp Prize and multiple ASCE Reviewer accolades. His education includes a PhD in Civil Engineering from Auburn University (2007), an MS in Leadership from the University of Evansville (2020), and earlier degrees from Anna University, India. His expertise spans Pavement Design, Asphalt Technology, and Transportation Engineering. He actively contributes to ASCE committees and serves as an ABET program evaluator. Research focuses on pavement mechanics, geotechnical education, and transportation infrastructure. Recent work includes assessing teaching methodologies and student performance in engineering courses. He has authored/co-authored over 30 publications, emphasizing pedagogical innovation and infrastructure durability. Awards include the Eykamp Prize for institutional contributions, ICI Leadership Fellowship, and multiple fellowships. He has advised numerous educational initiatives and served as a university Ombudsperson, reflecting his commitment to academic governance and student welfare.

John C. NorcrossView profile

Professor

• Clinical Psychology
• Behavior Change
• Psychotherapy Integration
• +3 more

John C. Norcross, Ph.D., ABPP, is the Distinguished Professor of Psychology at The University of Scranton and an adjunct professor of psychiatry at SUNY Upstate Medical University. He holds licensure as a board-certified clinical psychologist in part-time practice. His expertise spans behavior change, psychotherapy integration, and addiction treatment, with over 300 publications and 22 books, including Changeology . He served as past-president of APA’s Divisions of Psychotherapy and Clinical Psychology, and has been a council representative and board member for key psychological organizations. Recognized as Pennsylvania’s Professor of the Year, he is frequently cited in major media for his research on therapy relationships, evidence-based practices, and behavior modification. His work emphasizes therapist responsiveness, client preferences, and transdiagnostic interventions. Education: B.A., Rutgers University M.A. & Ph.D., University of Rhode Island Clinical Internship, Brown University School of Medicine Research Focus: Dr. Norcross investigates the efficacy of psychotherapy methods, therapist-patient relationship dynamics, and the integration of evidence-based practices. His Cooper-Norcross Inventory of Preferences assesses client treatment preferences, while his work on stages of change models influences addiction and behavior modification research. He advocates for personalized therapy tailored to individual needs and cultural contexts. Awards & Leadership: Pennsylvania Professor of the Year APA Division Leadership Roles Director of National Register of Health Service Providers Professional Contributions: Editor of major texts like Handbook of Psychotherapy Integration and Psychotherapy Relationships That Work . Advises on graduate training programs and career development in psychology. His research on psychotherapist self-care and pandemic-era practice adaptations highlights his commitment to clinician well-being.

Karen NivenView profile

Professor

• Interpersonal Emotion Regulation
• Workplace Mistreatment
• Organizational Psychology
• +4 more

Professor Karen Niven is a distinguished academic and leader in organizational psychology at the Sheffield University Management School . She holds the position of Professor of Organisational Psychology and serves as the Associate Dean for One University , overseeing Equality, Diversity, and Inclusion (EDI), staff wellbeing, and sustainability. Her academic journey includes roles as Head of the Work Psychology Group and previously at Alliance Manchester Business School. Niven earned her BSc (Psychology) from the University of Leeds and her MSc and PhD in Psychology from the University of Sheffield. Education: BSc Psychology – University of Leeds MSc Work Psychology – University of Sheffield PhD Psychology – University of Sheffield Her research focuses on interpersonal emotion regulation and the 'darker side of workplace relationships' , including bullying and aggression. Key themes include AI-driven emotion monitoring, bystander behavior in mistreatment, and age-related differences in emotion regulation effectiveness. She employs diverse methodologies, such as diary studies and social network analysis, and collaborates globally with researchers in Spain, the Netherlands, Chile, and beyond. Professor Niven’s work has been funded by prestigious bodies like the ESRC, UKRI, and the Richard Benjamin Trust. She sits on editorial boards of high-impact journals, including Journal of Management and Journal of Organizational Behaviour . Her publications bridge academic and practical insights, such as co-editing Should I Strap a Battery to My Head? (And Other Questions About Emotion) and Making a Difference with Psychology . In advising, she supervises doctoral researchers like Aishwarya Verma, exploring age dynamics in emotion regulation. Her grants and collaborations underscore a commitment to addressing real-world challenges, such as workplace well-being and bullying intervention. She leads the Work Psychology Group and contributes to initiatives like the Dean’s List at the Management School. Notably, Niven’s research on bystander dynamics and the psychological impacts of workplace mistreatment has shaped organizational policies and interventions. Her recent focus on pandemic-era homeworking further highlights her adaptability to contemporary challenges.

Todd FarchioneView profile

Research Professor

• Anxiety Disorders
• Mood Disorders
• Cognitive Behavioral Therapy
• +3 more

Todd Farchione is a Research Professor in the Department of Psychological & Brain Sciences at Boston University . His research focuses on psychological factors underlying anxiety and mood disorders, particularly obsessive-compulsive disorder (OCD) and compulsive hoarding. He investigates neurocognitive mechanisms of emotional symptoms and evaluates transdiagnostic treatments like the Unified Protocol (UP), which targets shared processes across emotional disorders. His work emphasizes developing and refining evidence-based therapies, including internet-based interventions and telehealth applications. Recent studies explore UP’s efficacy in diverse populations (e.g., homeless women, Latinx communities, and conflict-exposed individuals) and its integration with pharmacotherapy (e.g., zonisamide for alcohol use disorder). Farchione’s research also addresses treatment mechanisms, such as cognitive reappraisal, rumination reduction, and positive affect regulation. He collaborates internationally, publishing in multiple languages, and advocates for scalable, transdiagnostic approaches to mental health to address global disparities. Key contributions include advancing UP as a transdiagnostic framework, demonstrating its effectiveness in reducing comorbid psychopathology, and exploring its impact on well-being and quality of life. His work highlights the role of mindfulness, homework compliance, and therapist-patient dynamics in treatment success.

M. Gabriela SavaView profile

Assistant Professor

• Healthcare Analytics
• Medical Decision-Making
• Multi-Criteria Decision Models
• +3 more

M. Gabriela Sava is an Assistant Professor in the Department of Applied Statistics and Operations Research at Bowling Green State University's Schmidthorst College of Business. Her research focuses on healthcare analytics, particularly decision models for preventive healthcare services. She holds a PhD in Business Analytics and Operations from the University of Pittsburgh and has taught at Clemson University and the University of Pittsburgh. Education: PhD in Business Analytics and Operations (2016), University of Pittsburgh Bachelor's in Communication Sciences (2009) and Economic Cybernetics (2008), University of Bucharest and Bucharest University of Economic Studies Her research emphasizes multi-criteria decision analysis (AHP/ANP models) and their application to medical decision-making, including personalized colorectal cancer screening and patient preferences for breast cancer diagnostics. Recent work explores machine learning in emergency departments and RPA solutions for business services. Key Awards: 2020 INFORMS MCDM Junior Researcher Best Paper Award 2021 Graduate Teaching Excellence Award Recipient of grants from Clemson University, Greenville Health System, and others She has advised on grants totaling over $200K, including the 2017 OYA Grant and 2018 Transformative Research Seed Grant. Her work bridges operational research, healthcare policy, and technological innovation in healthcare delivery.

Talal RahwanView profile

Associate Professor

• Artificial Intelligence
• Computational Social Science
• Data Science
• +7 more

Talal Rahwan is an Associate Professor of Computer Science at New York University Abu Dhabi and a Global Network Associate Professor at the Courant Institute of Mathematical Sciences, New York University. He leads the Data Science and AI Lab and is actively involved in cutting-edge research at the intersection of artificial intelligence, computational social science, and data science. Education: BEng, University of Aleppo PhD, University of Southampton (2007) His research focuses on artificial intelligence, multi-agent systems, game theory, and computational social science, with a strong emphasis on ethical and societal implications of AI. His work investigates fairness in academic publishing, algorithmic bias, human-AI cooperation, disinformation, and social network privacy. He has published extensively in top journals such as Nature Communications , Nature Human Behaviour , Nature Machine Intelligence , and PNAS . The 15 most recent publications reveal a consistent trend toward understanding the societal impact of AI, particularly in education (e.g., ChatGPT in homework), equity (racial and gender disparities in publishing), and security (disinformation attacks on infrastructure). His work combines computational modeling with large-scale data analysis to address real-world challenges. Scientific Awards: IEEE Computer Society's AI’s 10 to Watch British Computer Society's Distinguished Dissertation Award Dean’s Award for Early Career Researcher, University of Southampton Best Parallel Talk Award, IC2S2 Best Poster Award, IC2S2 Talal Rahwan has advised numerous PhD and postdoctoral researchers, many of whom have gone on to academic positions. He has secured significant research recognition and media coverage, and leads an active lab focused on data science and AI for societal good. His lab has produced influential work on hiding identities in networks, bias in recommendation systems, and the ethical dimensions of human-machine interaction.

Christy M. WalcottView profile

Associate Professor

• Academic Achievement
• Social-Behavioral Development
• Health Conditions in Education
• +3 more

Christy M. Walcott is an Associate Professor in the Department of Psychology at East Carolina University (ECU), specializing in School Psychology and Pediatric School Psychology. She serves as the Graduate Program Director for the School Psychology and Pediatric School Psychology programs. Her research focuses on academic and social-behavioral achievement in underserved youth, attention-related challenges in education, and the impact of health conditions like sickle cell disease on student outcomes. She holds licenses as a NC Licensed Psychologist and Nationally Certified School Psychologist (NCSP). Education: PhD in School Psychology, Illinois State University (2001) BS in Psychology, University of Illinois (1993) Research Interests: Dr. Walcott’s lab prioritizes interventions to support marginalized youth, including those with chronic health conditions. Key areas include: Academic and behavioral supports for low-income students Attention disorders and literacy development Sickle cell disease, food allergies, and NICU complications in educational contexts Grants & Collaborations: Co-PI for the Interconnected Systems Framework project ($3.8M, IES, 2021–2025) Co-PI for CONVEY initiative ($1.25M, US ED, 2018–2022) Awards: NASP Presidential Award for Exceptional Service (2016) Her work integrates clinical practice with systemic advocacy, emphasizing evidence-based solutions for school-based health and mental health challenges.