Find Academic Supervisors

Louise ZamparuttiView profile

Associate Professor

• Rhetoric and Composition
• Public Memory Studies
• War Narratives
• +3 more

Dr. Louise Zamparutti is an Associate Professor in the English Department at the University of Wisconsin-La Crosse. She specializes in rhetorical history, public memory, and memorials, with a focus on Italian war narratives and pandemic discourse. Her work bridges literary analysis, cultural studies, and technical communication. Education: PhD in English, University of Wisconsin-Milwaukee B.A. in Liberal Arts, Hampshire College Research Interests: Public memory and monuments Italian post-War narratives Rhetorical theory and pedagogy Health communication during crises Professional Background: Before academia, Dr. Zamparutti was a professional dancer/choreographer and worked as a health director, freelance translator, and writing coach. Her interdisciplinary career influences her teaching and research in technical communication and social justice pedagogy. Grants & Funding: Research in Slovenia supported by Fulbright, University of Ljubljana, and UWL.

Eunjeong LeeView profile

Assistant Professor

• Linguistics
• Rhetoric and Composition
• Multilingual Literacy Education
• +5 more

Eunjeong Lee is an Assistant Professor of Linguistics and Rhetoric and Composition at the University of Houston's College of Liberal Arts and Social Sciences. Her work focuses on multilingual literacy practices, language equity, and decolonial education. She holds a PhD from Pennsylvania State University and has taught courses like ENGL 1303: Multilingual Lives and Literacies. Education: PhD in Linguistics, Pennsylvania State University MA in English, Texas Tech University BA in English Language Education, Pusan National University, South Korea Research Interests: Lee explores how language ideologies impact marginalized communities, advocating for translingual pedagogies that center multilingualism. Her work critiques racialized language ownership in academia and promotes decolonial approaches to literacy education. She collaborates with organizations like CCCC's Second Language Writing Standing Group. Affiliations: American Association of Applied Linguistics (AAAL) American Education Research Association (AERA) National Council of Teachers of English (NCTE) Grants & Advocacy: Her recent projects include pandemic-era multimodal literacy initiatives and anti-racist pedagogy development. She co-edited a special issue on social justice for multilingual writers and contributes to Koreatimes on language equity issues.

Martha W. AlibaliView profile

Professor

• Developmental Psychology
• Cognitive Psychology
• Mathematics Education
• +3 more

Martha W. Alibali is a Professor in the Department of Psychology and Department of Educational Psychology at the University of Wisconsin-Madison. She directs the Cognitive Development & Communication Lab (CD&C Lab), which focuses on the intersection of developmental psychology, cognitive psychology, and mathematics education. Her research investigates mathematics learning and development with a special emphasis on the role of gesture in mathematical thinking and knowledge change. Her primary research interests include: The role of gesture in mathematical thinking and knowledge change Gesture in thinking and communication in educational settings Mathematics learning across developmental stages Embodied cognition and its implications for education Dr. Alibali's recent publications showcase her continued focus on gesture studies, mathematical cognition, and educational interventions. Her work spans from theoretical investigations of cognitive processes to applied educational research, with particular attention to visual representations, multimodal learning, and embodied cognition. She frequently collaborates with researchers across psychology, education, and cognitive science. Dr. Alibali has secured substantial funding from the National Science Foundation and Institute for Education Sciences for projects including intelligent tutoring systems for algebra, mathematical equivalence instruction, and visual representations in biology education. Her lab maintains an active research program with multiple graduate students, postdoctoral researchers, and undergraduate assistants. The CD&C Lab is committed to creating an inclusive research environment that values diversity of identities, backgrounds, and perspectives. The lab follows open science practices including pre-registration of studies and sharing research materials. Weekly lab meetings provide opportunities for all members to present their ongoing work and receive feedback.

Shinye KimView profile

Assistant Professor

• Chronic Pain Management
• Healthcare Disparities
• Cultural Psychology
• +5 more

Dr. Shinye Kim is an Assistant Professor in the Department of Counseling Psychology at the University of Wisconsin-Madison and a licensed psychologist. Her research focuses on contextualizing chronic pain and opioid use, emphasizing cultural, linguistic, and psychological factors affecting ethnic and linguistic minorities. She holds an NSF grant to study pain communication barriers and develops digital tools for equitable pain care. Dr. Kim has clinical experience in severe mental health, pain management, and consultation-liaison psychiatry, with four years of psychoanalytic training. She serves on editorial boards for Health Psychology , Journal of Vocational Behavior , and others. Education: PhD in Counseling Psychology (UW-Milwaukee, 2016), M.Ed. in Prevention Science (Harvard, 2010), BA in Education (Busan National University of Education, 2009) Grants: Includes NSF funding for culturally informed pain diagnosis and a Wisconsin Partnership Program grant for opioid misuse prevention (OPTIMA). Research Interests: Chronic pain mechanisms, healthcare disparities, cultural competence, pain communication, work-family dynamics, and translational digital health tools. Current projects include developing a pain expression database for Asian Americans and leveraging NLP for pain sentiment analysis. Advising: Mentors graduate students in counseling and rehabilitation programs, focusing on culturally responsive mental health and pain management. Current advisees include Hannah Swick, Ryan Davis, and Patrina Wong. Former students led projects on discrimination in chronic pain and opioid misuse risk. Lab & Teams: Directs the Pain, Context, and Innovation Lab, which includes multidisciplinary teams addressing pain communication barriers, cultural competence in healthcare, and digital health interventions. Collaborations extend to computer science departments for language translation tools.

Victoria ChiuView profile

Associate Professor

• Accounting Bibliometrics
• Fraud Detection
• Data Analytics
• +4 more

Dr. Victoria Chiu is an Associate Professor of Accounting at the School of Business, SUNY Oswego, specializing in accounting bibliometrics, fraud detection, and data analytics. She joined SUNY Oswego in 2016 after serving as an Assistant Professor at SUNY New Paltz and a doctoral fellow at the AAA/Deloitte Foundation/J.M. Cook Consortium. Dr. Chiu holds a Ph.D. in Accounting from Rutgers University (2013) and a BS from National Changhua University of Education (2008). Her research focuses on applying bibliometric methods to analyze accounting subfields, with a particular emphasis on fraud detection, continuous auditing, and emerging technologies in accounting education and practice. Dr. Chiu has published over 25 peer-reviewed articles in journals like International Journal of Accounting Information Systems, Accounting & Finance, and Journal of Forensic Accounting Research. She has received two Best Faculty Paper Awards from the AAA Strategic and Emerging Technologies Workshop (2017, 2018) and has served on editorial boards for major journals, including the International Journal of Accounting Information Systems and Journal of Emerging Technologies in Accounting. Her teaching spans undergraduate and graduate courses in accounting, including Principles of Accounting and Cost Accounting. She has been recognized for her teaching excellence through multiple Professor Recognition Awards (student-nominated) and actively contributes to curriculum development integrating emerging technologies like process mining and machine learning. Dr. Chiu’s research also emphasizes pedagogical innovation, such as hands-on learning approaches for transaction cycles and adapting AACSB’s Standard A5 into accounting curricula. Professional service includes roles on the AAA Research and Publications Committee (2023–2024) and the Innovation in Accounting Education Awards Committee (2019–2020). Her work bridges academic research and practical applications, particularly in leveraging technology to enhance auditing, fraud detection, and educational outcomes.

Anne LafontView profile

Professor

• Art History
• Visual Cultures of Modern Worlds
• Colonial Societies
• +7 more

Anne Lafont is a Professor at the École des hautes études en sciences sociales (EHESS), where she is Director of Studies and affiliated with the Center for Research on Arts and Language (CRAL) and the Center for History and Theory of the Arts (CEHTA). Her work focuses on art history, visual cultures of modern worlds, knowledge and creation in colonial societies, and intersections of art, race, and gender studies. Key Research Areas: Art History, Visual Cultures, Colonial Societies, Art and Race, Historiography, Women's History in Art. Lafont has published extensively on art and knowledge in imperial contexts, including The Learned Artist Conquering the Modern World (2010) and Art and Race. The African (all) against the Eye of the Enlightenment (2019, winner of the Arnold and Vitale Blokh Prize). She co-edited Africa and the World. Stories Reconnected from Prehistory to the 21st Century (2022) and contributed to the 2019 Musée d'Orsay exhibition The Black Model from Géricault to Matisse . Her 2012 edited volumes Plumes et Pinceaux. Discours de femmes sur l’art en Europe 1750-1850 highlight gender in art discourse. She taught at Williams College (2021-2022) through a Clark Professorship and received a Villa Albertine grant for research on African-American art. Scientific Awards: Maryse Condé Prize for Research Arnold and Vitale Blokh Prize for L’art et la race (2019) Lafont's recent work addresses transcultural objects, racial social relations, and contested heritage, reflecting her commitment to recentering art history through postcolonial and gendered lenses.

Daniel H. JarvisView profile

Professor

• Mathematics Education
• Technology Integration
• STEAM Education
• +2 more

Dr. Daniel H. Jarvis is a professor at the Schulich School of Education, Nipissing University, where he teaches in both undergraduate (BEd) and graduate (MEd/PhD) programs. His research focuses on mathematics education, technology integration, curriculum development, and STEAM education initiatives. He has led several collaborative research projects including a SSHRC-funded international study on Computer Algebra Systems (CAS) technology in undergraduate mathematics instruction. Dr. Jarvis's research interests span mathematics pedagogy, workplace technology applications, interdisciplinary curriculum integration, and innovative educational approaches. His work consistently explores the intersection of mathematical concepts with technology-enhanced learning environments. His publications demonstrate a strong focus on educational technology integration, mathematics pedagogy, and curriculum innovation. Recent work examines exergames in wellbeing education, communities of practice for language teachers, and technology-enhanced assessment methods in mathematics education. Dr. Jarvis has held significant administrative roles including Chair of Graduate Studies in Education (2011-2013) and Associate Dean (Interim) of the Bachelor of Education programs (2022-2024). He has collaborated on cross-disciplinary projects with colleagues in Geography, Computer Science, Nursing, and Physical Education.

Caroline RichesView profile

Associate Professor

• Language Teacher Professional Identity
• Sociolinguistics in Education
• Second Language Acquisition
• +4 more

Dr. Caroline Riches is an Associate Professor at McGill University’s Department of Integrated Studies in Education , specializing in Second Language Education . She serves as the DISE Program Co-Director for Teacher Education/MATL and is affiliated with the Second Language Education group. Her research focuses on language teacher professional identity, sociolinguistics in education, second language acquisition, and online learning pedagogy. Educational Background : Ph.D., Second Language Education (2001), McGill University M.Sc., Psycholinguistics (1984), University of Alberta B.A. Honours, Linguistics (1982), University of Alberta Her research explores teacher education program reform, multilingual development, and instructional strategies for English language learners. She has co-edited works on Canadian teacher education and contributed to key publications on curriculum design and sociolinguistic contexts. Scientific Contributions : Pioneering studies on multilingual parent perceptions in Montréal Leadership in emergent teacher education program design Analysis of cross-modal literacy challenges Dr. Riches collaborates extensively on program evaluations and policy development in teacher education, with a focus on balancing innovation and tradition.

Irene BloemraadView profile

Professor

• Immigration
• Political Sociology
• Race and Ethnicity
• +4 more

Irene Bloemraad is the Class of 1951 Professor of Sociology and Thomas Garden Barnes Chair of Canadian Studies at the University of California, Berkeley. She serves as Director of Graduate Studies in Sociology, founding Director of the Berkeley Interdisciplinary Migration Initiative (BIMI), and co-director of the Boundaries, Membership and Belonging program at the Canadian Institute for Advanced Research (CIFAR). Her work bridges sociology, political science, and migration studies through comparative U.S.-Canada research on immigrant political incorporation. Education: Ph.D. in Sociology, Harvard University M.A. in Sociology, McGill University Bloemraad's research examines how immigrants gain political membership, the role of community organizations in civic visibility, and diversity's impact on democracy. She investigates citizenship as claims-making, spatial mismatch in immigrant service access, and political socialization in mixed-status families. Her interdisciplinary approach combines political sociology, migration studies, and methodological innovation to address membership boundaries in multicultural societies. Analysis of her recent publications reveals interdisciplinary collaboration and methodological innovation, particularly machine learning applications for identifying immigrant organizations and spatial analysis of service accessibility. Her work consistently explores citizenship claims-making, legal status effects on political socialization, and how diversity policies can enhance democratic engagement rather than erode social trust. Scientific Awards: American Cultures Innovation in Teaching prize (2013) Distinguished Teaching Award in Social Sciences (2012) Sarlo Distinguished Mentoring Award (2008) Best Article Award, Migration and Citizenship Section, American Political Science Association (2012) Bloemraad mentors graduate students through formal advising and the interdisciplinary immigration workshop, receiving the Sarlo Mentoring Award for her dedication. She secured Russell Sage Foundation funding for mixed-status family research and co-directs the Summer Institute in Migration Research Methods, providing advanced methodological training. Her community-engaged teaching partners with organizations like East Oakland Youth Development Center. She founded and directs BIMI, fostering cross-disciplinary migration research, and co-directs CIFAR's Boundaries, Membership and Belonging program. Her leadership extends to the Summer Institute in Migration Research Methods and an informal interdisciplinary immigration workshop, creating collaborative spaces for scholars examining migration's societal impacts.

Theresa TinkleView profile

Professor

• Medieval Studies
• Gender and Sexuality
• Literary Exegesis
• +7 more

Theresa Tinkle is a Professor of English and Arthur F. Thurnau Professor at the University of Michigan’s College of Literature, Science, and the Arts. She holds a Ph.D. from UCLA (1989) and specializes in medieval literature, gender studies, and pedagogy. Her research explores intersections of gender, power, and religion in medieval exegesis and literary works such as Chaucer’s Canterbury Tales . She teaches courses on Chaucer, medieval literature, and pedagogical theory. Education: Ph.D., UCLA, 1989 Affiliations: Graduate Faculty, Comparative Literature, Medieval Studies Her research interests include medieval exegesis, material culture, drama, and editorial theory. Notable publications include Gender and Power in Medieval Exegesis (2010) and Imagining Jesus Christ in Medieval England (2024). Her recent articles address neurodiversity in education and medieval religious texts. Recipient of numerous awards, including the Provost’s Teaching Innovation Prize (2012) and multiple LS&A Excellence in Education Awards. Her pedagogical work emphasizes inclusive teaching strategies and neurodiversity advocacy. Current courses include Chaucer: The Canterbury Tales and Themes in Language and Literature . She collaborates with interdisciplinary teams on pedagogy and medieval textual studies.

Stephanie PittsView profile

Professor

• Music Education
• Audience Studies
• Qualitative Research Methods
• +3 more

Professor Stephanie Pitts is a Professor of Music Education and Director of the Sheffield Performer and Audience Research Centre (SPARC) at the University of Sheffield. She holds a BA, MEd, PhD, PGCE, and is a Fellow of the Higher Education Academy. Her work focuses on musical participation, concert audiences, and qualitative research methods. She leads the AHRC-funded 'Understanding Audiences for the Contemporary Arts' project, exploring engagement across UK cities. Pitts also investigates lifelong musical engagement, music education impacts, and lapsed participation. She has supervised numerous PhD students, many securing academic roles. Education: BA, MEd, PhD, PGCE Affiliations: SPARC, AHRC-funded projects, collaborations with Music in the Round, Birmingham Contemporary Music Group, and Sheffield Music Hub Her research spans audience behavior, music education policy, and the cultural value of arts engagement. Notable studies include 'Valuing Musical Participation' (2005) and 'Chances and Choices' (2012). Awards include the Senate Teaching Excellence Award and FHEA. Teaching includes modules on music education, community engagement, and music psychology. She directs the MA Music Psychology in Education, Performance and Wellbeing. Current projects examine leisure-time music groups' societal impacts and pandemic resilience in creative freelancers. Key Grants: AHRC grants totaling £500k+, including 'Understanding Audiences' (2017), 'Cultural Value' (2013), and 'Music, Place and People' (2013) Professional Roles: Honorary Professor at University of Queensland, editorial board member for multiple journals, and advisor to Ireland's Music Generation project SPARC serves as a hub for interdisciplinary research on performers and audiences, bridging academia and arts practice.

Susannah LeviView profile

Associate Professor

• Speech Perception
• Language Processing
• Bilingualism
• +3 more

Susannah Levi is an Associate Professor in the Department of Communicative Sciences and Disorders at New York University (NYU), where she also serves as Director of the Undergraduate Program. She holds a doctorate from the University of Washington's Department of Linguistics and completed a postdoctoral fellowship at Indiana University's Department of Brain and Psychological Sciences. Prior to NYU, she taught at the University of Michigan. Her research focuses on spoken language processing, particularly how listener characteristics (e.g., bilingualism, language ability) and speech properties (e.g., talker familiarity, semantic predictability) interact during perception. Key areas include talker recognition, bilingual advantages in voice processing, and applications to clinical populations with language or reading disorders. She directs the Acoustic Phonetics and Perception Lab and has published extensively in journals like the Journal of Speech, Language, and Hearing Research and the Journal of the Acoustical Society of America. Her work explores how familiarity with a speaker's voice enhances comprehension across languages and dialects, as well as acoustic correlates of gender expression in speech. She has investigated phonetic factors influencing talker discrimination and the role of training in improving perception of non-native speech. Levi is also committed to pedagogical innovation, developing undergraduate courses in acoustic phonetics for communication sciences and disorders students. Her research portfolio spans developmental studies (e.g., children's talker processing), clinical applications (e.g., improving speech intelligibility for disordered populations), and methodological advancements in speech perception research. She has contributed to understanding how phonological and lexical cues interact with indexical properties of speech, and her lab employs interdisciplinary approaches combining behavioral experiments, acoustic analysis, and computational modeling.

Melissa VenegasView profile

Academic

• Spanish Language Pedagogy
• Raciolinguistics
• Critical Sociocultural Linguistics
• +4 more

Melissa Venegas is a Teaching Assistant Professor in the Department of Spanish at the University of North Carolina at Chapel Hill (UNC-Chapel Hill), part of the Romance Studies program (ROMS). She holds a PhD in Spanish Applied Linguistics and Pedagogy from the University of California, Riverside, alongside advanced degrees in Spanish, Elementary Education, and Anthropology. Her teaching spans over 15 years across K-12 and higher education, emphasizing critical language awareness and social justice. Venegas employs place-based pedagogy to foster student agency and connects classroom learning to community activism for linguistic justice. Education: PhD in Spanish Applied Linguistics and Pedagogy, UC Riverside MA in Spanish, UC Riverside MEd in Elementary Education, University of Missouri-St. Louis BA in Spanish and Anthropology, University of Illinois at Urbana-Champaign Research Interests: Venegas focuses on raciolinguistics, critical sociocultural linguistics, and decolonial approaches to language education. She critiques dominant language ideologies and advocates for inclusive pedagogies that center marginalized voices, particularly in Spanish language instruction. Her work explores how classroom practices can address systemic inequities and empower students through community-engaged learning. Awards: 2023 Outstanding Teaching Assistant Award, UC Riverside 2017 UCR Chancellor’s Distinguished Fellowship 2012 Fulbright ETA in Argentina Teaching & Advising: Venegas has extensive experience designing curricula that integrate local community resources and Indigenous knowledge systems. Her approach emphasizes reflexivity and relational accountability in language learning. Though no formal advisees are listed, her pedagogical innovations reflect sustained mentorship of students through participatory methodologies.

• Computational Social Science
• Political Violence
• Radicalization
• +3 more

David Muchlinski is an Assistant Professor at the Sam Nunn School of International Affairs within the Ivan Allen College of Liberal Arts at the Georgia Institute of Technology. He specializes in computational social science with a focus on political violence, utilizing machine learning and natural language processing techniques to study radicalization processes and conflict forecasting. His research interests include: Predictive modeling of civil wars and mass atrocities Social media analysis for radicalization detection Machine learning applications in conflict studies Natural language processing of extremist communications Cross-national patterns of political violence Muchlinski's publications demonstrate a consistent focus on developing computational methods for conflict analysis, with recent work exploring deep learning approaches to electoral violence measurement and transitional justice mechanisms. His research bridges political science, data science, and artificial intelligence, emphasizing practical policy applications. He is actively recruiting computer science students for research projects in computing for social good, particularly those with expertise in machine learning, data visualization, and network analysis.

Susan D. BlumView profile

Professor

• Cultural Anthropology
• Linguistic Anthropology
• Educational Anthropology
• +5 more

Susan D. Blum is a Professor of Anthropology at the University of Notre Dame's College of Arts and Letters. She holds concurrent fellowships at the Kellogg Institute for International Studies, Liu Institute for Asia and Asian Studies, Institute for Educational Initiatives, Eck Institute for Global Health, and Shaw Center for Children and Families. Previously, she served as Chair of the Department of Anthropology (2011–2013) and Director of the Center for Asian Studies (2003–2008). Her academic journey includes teaching positions at Oklahoma State University, University of Colorado Denver, University of Pennsylvania, and University of Notre Dame since 1999. Blum earned her PhD in Anthropology from the University of Michigan (1994), with additional MAs in Anthropology and Chinese Language/Literature (1986–1988), and a BA in Human Language (Linguistics) from Stanford University (1980). Her research focuses on cultural, linguistic, and psychological anthropology with emphases on education, morality, sustainability, and China/US comparisons. Notable works include Schoolishness: Alienated Education and the Quest for Joyful Learning (2024), I Love Learning; I Hate School (2016), and My Word! Plagiarism and College Culture (2009), which was translated into Chinese. She also edited Ungrading: Why Rating Students Undermines Learning (2020). Blum has received prestigious awards including the Delta Kappa Gamma Educator's Award (2010), NEH Fellowship (2002–2003), and teaching excellence awards from Notre Dame and University of Colorado Denver. Her work bridges academia and public discourse, with frequent media engagements and podcasts on education reform, plagiarism, and ungrading. She has contributed to over 10 books and 50 peer-reviewed articles, spanning topics from linguistic anthropology to higher education policy. Blum's current projects include the School Story Lab and Teachers as Learners: Listening and Changing in Higher Education .