Find and connect with academic supervisors, professors, and scholars for your research journey.
Showing 721-735 of 2,635 supervisors
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Lecturer
Barbara Solenthaler is a Lecturer at the Department of Computer Science, ETH Zurich. Her research focuses on physics-based simulations, facial animation, and machine learning applications in computer graphics.
Assistant Professor
Jeong Joon Park is an Assistant Professor in the Department of Computer Science and Engineering at the University of Michigan, part of the College of Engineering. His research focuses on advancing 3D vision, artificial intelligence, and generative models, with applications in computer vision, machine learning, and robotics. He emphasizes collaborative research culture and student-driven innovation. Research Interests : 3D scene generation and reconstruction Generative models for multi-modal perception Language-driven vision and robotics Diffusion models and PDE-solving Recent Research Trends : His work spans 3D/4D generation (e.g., LIFT-GS , 4d-fy ), robust sensor fusion ( Cocoon ), and novel view synthesis using diffusion models. Themes include multimodal integration, physics-informed learning, and scalable generative architectures. Advising & Grants : Students are expected to lead independent projects, publish as first authors, and engage in teaching (GSI roles). Lab funding covers conference travel (e.g., CVPR, NeurIPS). Internships are encouraged for real-world alignment. Labs/Teams : Part of the CSE department’s vibrant research community, fostering interdisciplinary collaboration and innovation in AI-driven 3D technologies.
Professor
Edwin Robertson is a Professor of Brain and Cognitive Sciences at the University of Glasgow's School of Psychology & Neuroscience. He holds editorial roles at Current Biology and has over $2.5M in research funding, including early-career NIH grants. His work focuses on offline memory processing mechanisms, interactions between knowledge systems, and sleep's role in memory consolidation. Education : Medical degree and PhD from University of Oxford Undergraduate degree from University of Cambridge Research Interests : Neural mechanisms of memory consolidation Role of sleep and wake states in memory systems Interactions between declarative and procedural memory Effects of brain stimulation (TMS) on learning His lab uses behavioral testing, neuroimaging, and brain stimulation to investigate how memories evolve over time. Grants : Air Force Office of Scientific Research (2023-2026): Investigating stimulation-induced brain plasticity Leverhulme Trust (2021-2024): Sleep and exercise effects on learning Collaborations : Works with teams in Switzerland, Canada, and the US on studies involving prefrontal-cortical interactions and high-intensity exercise impacts.
Associate Professor
Benjamin Berkels is an apl. Professor (equivalent to Associate Professor) at the Institute for Geometry and Practical Mathematics (IGPM) within the Faculty of Mathematics, Computer Science and Natural Sciences at RWTH Aachen University, Germany. His office is located at Rogowski, Raum 124, Schinkelstraße 2, 52062 Aachen. He has held his current position since May 2025 and also serves as Akademischer Rat at IGPM since October 2024. Previously, he was a Juniorprofessor for Mathematical Image and Signal Processing and Junior Research Group Leader at AICES, RWTH Aachen from 2013 to 2024, with several interim professorships at RWTH Aachen and the University of Lübeck. Dr. Berkels received his educational foundation with a Dipl.-Math. from the University of Duisburg-Essen in 2005, followed by a Dr. rer. nat in Mathematics from the University of Bonn in 2010, and completed his Habilitation-equivalent with a positive intermediate evaluation as Juniorprofessor from RWTH Aachen in 2016. His professional journey includes postdoctoral positions at the University of Bonn and the University of South Carolina, establishing his expertise in mathematical image analysis before returning to Germany for his faculty positions. His research focuses on the intersection of mathematical theory and practical image analysis applications, with core interests in Image Processing, Computer Vision, Variational Methods, Joint Methods, Registration, and Segmentation. Berkels' work demonstrates exceptional interdisciplinary reach, applying advanced mathematical techniques to solve complex problems in materials science, microscopy, medical imaging, and environmental monitoring. His recent publications reveal a strategic expansion into machine learning applications while maintaining strong foundations in variational methods and mathematical image analysis. Analyzing his 15 most recent publications reveals a clear research trajectory emphasizing atomic-scale image analysis for materials characterization. Approximately 70% of his recent work focuses on applying sophisticated image processing techniques to electron microscopy data for materials science applications, particularly in analyzing grain boundaries, phase transformations, and defect structures. The remaining publications show increasing integration of machine learning approaches, especially deep learning and GANs, for industrial and scientific image analysis problems. This demonstrates his ability to bridge fundamental mathematical research with practical applications across multiple scientific domains. Dr. Berkels maintains an exceptionally active research profile with consistent publication output across high-impact journals in both mathematics and materials science. His extensive collaboration network spans multiple continents and disciplines, with frequent co-authorship with materials scientists, microscopists, and computer vision researchers. While specific grant information isn't provided in the text, his sustained research output and leadership of a junior research group suggest successful grant acquisition throughout his career. His work at IGPM positions him at the forefront of mathematical approaches to image analysis with significant impact on materials characterization techniques.
Assistant Professor
Fashina Alade is an Assistant Professor in the Department of Advertising & Public Relations and Adjunct Faculty in the Department of Human Development and Family Studies at Michigan State University. Her research focuses on media effects, developmental psychology, and early childhood education, particularly examining how children comprehend and learn from educational media. She is an Associate Editor of the Society for Research in Child Development’s Social Policy Report and has published widely on topics like media representation of race and gender, screen time impacts, and computational thinking in children’s media. Dr. Alade earned her Ph.D. in Media, Technology, & Society from Northwestern University, with prior degrees from Ohio State University (MA) and the University of Pennsylvania (BA), all in Communication. Her community-engaged research partners with organizations like WTTW Chicago and MediaKidz Research, emphasizing practical applications for educators and media creators. She designs tip sheets for children’s media producers and delivers professional development workshops to bridge academic research and real-world needs. Her work explores media’s societal impacts, including how social media shapes prejudice, the effects of pandemic-era work-life balance on families, and the role of technology in early education. She has received prestigious awards from the International Communication Association (ICA) and Association for Education in Journalism and Mass Communication (AEJMC) for her impactful research.
Assistant Professor
Dr. Hanneke Loerts is an Assistant Professor at the University of Groningen's Faculty of Arts, specializing in Neurolinguistics and Language Development. She holds a position in the Department of Neurolinguistics and Language Development (NLD) and focuses on research areas including psycholinguistics, applied linguistics, cognitive aging, and neurolinguistics. Her work often explores the cognitive and neural mechanisms underlying language processing, particularly in multilingual contexts. Dr. Loerts has contributed to studies on the impact of language learning on cognitive functioning in older adults, the role of musical abilities in second language prosody perception, and the effects of bilingualism on cognitive reserve. Her research employs methodologies such as ERP studies, eye-tracking, and meta-analyses, addressing topics like grammatical gender processing, relative clause comprehension, and social aspects of minority language use. She is involved in projects funded by the University of Groningen, including a study on language of instruction and language-learning aptitude in higher education. Dr. Loerts teaches courses on applied linguistics, psycholinguistics, and research methodology, emphasizing statistical methods and multilingual language processing. She has been recognized with a PhD scholarship co-promotor award for her work on music perception and second language prosody. Her collaborative research extends to interdisciplinary teams, investigating topics ranging from cognitive flexibility in depression to the sociocultural dimensions of language use in multilingual societies. Key contributions include systematic reviews on ERP responses to gender stereotypes, meta-analyses on musical abilities and prosody perception, and randomized controlled trials assessing language learning interventions. Her work bridges neuroscience, psychology, and education, with implications for healthy aging, language policy, and cognitive health.
Senior Lecturer
Marco Volino is a Senior Lecturer in Computer Vision and Graphics at the University of Surrey's Centre for Vision, Speech and Signal Processing (CVSSP). He holds a PhD and MEng in Electronic Engineering from the University of Surrey. His research focuses on advancing visual media production through interdisciplinary work in computer vision, graphics, and machine learning, with applications in film, broadcast, gaming, and immersive technologies like AR/VR. He has led projects such as the Polymersive and ALIVE initiatives, and developed hardware/software systems for volumetric video and photogrammetry. Volino has secured funding including an Epic MegaGrant and InnovateUK projects, and serves on the editorial boards of multiple conferences. Education: PhD Computer Vision and Graphics (2016, University of Surrey), MEng Electronic Engineering (2011, University of Surrey), BTec National Diploma in Electrical/Electronic Engineering (2006). Professional experience includes roles at BBC R&D, USC Institute for Creative Technologies, and Sony Broadcast Labs. He teaches modules like AR/VR and the Metaverse, and supervises MSc and PhD students in topics such as volumetric capture and digital humans. Research Highlights: Volumetric video compression, 3D human reconstruction, real-time motion capture, and immersive media production. Key Contributions: Developed 64-camera photogrammetry systems, WebGL-based renderers, and tools for Unreal Engine integration. Leadership: Co-chair of European Conference on Visual Media Production (CVMP) 2023-2024 and Area Chair for BMVC 2021-2024.
Professor
Amy Halberstadt is a Professor in the Department of Psychology at NC State University, affiliated with the College of Humanities and Social Sciences. She leads the Family Affect, Beliefs, and Behaviors (FABB) Lab, focusing on emotion development, cultural influences, and systemic racism in socialization processes. Her research addresses how emotions are socialized in families, schools, and cultural contexts, with an emphasis on racial equity. Her work explores three core areas: (1) developmental processes of emotional experience and expression, (2) emotion socialization in diverse settings, and (3) implicit racism in emotion-related perceptions. The FABB Lab includes 10 undergraduate students, 3 graduate students, and 1 postdoctoral fellow. Key themes in her publications include racialized emotion recognition biases, teacher perceptions of students, and interventions to reduce educational inequities. She has contributed to validated measures like the Racism and Inequity Beliefs Questionnaire and works on anti-racism training for educators. Halberstadt’s research integrates developmental, cultural, and social psychological perspectives. She collaborates with schools and communities to translate findings into actionable strategies for fostering equitable emotional and social development.
Christian Powell Sundquist is a Professor of Law at the University of Pittsburgh School of Law and an inaugural Faculty Affiliate with the University’s Social and Racial Determinants of Equity and Well-Being Cluster. He formerly served as Associate Dean of Faculty Research and Scholarship at Albany Law School, where he co-founded the Institute for Racial Justice Research and Advocacy. His interdisciplinary work bridges law, bioethics, and technology, focusing on racial inequality, evidence law, and criminal justice reform. Educated at Georgetown University Law Center (JD) and Carleton College (BA), Sundquist has held visiting roles, including as a Visiting Scholar at the University of Wisconsin-Madison’s Institute for Research on Poverty, collaborating with scholars in Law and Medical History & Bioethics departments. He currently chairs the American Association of Law Schools’ Minority Groups and Evidence sections. His research interests emphasize Critical Race Theory, technology’s role in perpetuating inequality, and evidence-based criminal justice reforms. Recent work explores pandemic-era policing, juror bias, and the ethical implications of big data in legal systems. His scholarship has been recognized by the Joint Center for Political and Economic Studies and highlighted in The Champion magazine for its impact on racial justice advocacy. Key contributions include groundbreaking analyses of racial bias in jury systems, the intersection of genetics and legal policy, and educational equity frameworks. Sundquist’s interdisciplinary approach reflects collaborations across law, medicine, and social sciences, positioning him as a leader in addressing systemic inequities through legal innovation.
Professor
Professor Connson Locke is a Professor (Education) of Management and Deputy Head of Department (Teaching and Learning) at the London School of Economics and Political Science (LSE). She holds a PhD and MSc from UC Berkeley's Haas School of Business, specializing in Organisational Behaviour, and a BA in Sociology from Harvard University. Her expertise includes leadership, power dynamics, gender studies, and organisational culture. Education: PhD in Business Administration (2008), MSc in Business Administration (2005), both from UC Berkeley; BA in Sociology (1987, cum laude) from Harvard University. Formerly worked at The Boston Consulting Group as Asia Pacific Regional Training Manager and has extensive leadership development experience across 20+ countries. Research Interests: Leadership effectiveness, followership dynamics, gender stereotypes in leadership, and organisational culture transformation. She has published widely on leadership presence, influence strategies, and overcoming gender bias. Recent work explores post-pandemic office dynamics and ambidextrous leadership styles. Awards: Multiple LSE Excellence in Education Awards, Department Teaching Contribution Awards, and prestigious fellowships including Schwabacher Dissertation and Crawford Research. Recognized as a top educator with repeated nominations for Inspirational Teaching. Roles & Impact: Oversee teaching strategy as Deputy Head, leads flagship MSc Management and Executive programmes, and chairs the Equity Diversity Inclusion Committee. Active in executive education, designing courses for UN, Harvard Medical School, and corporate clients. Delivers keynote speeches globally on leadership presence and gender barriers.
Academic
Sophie Lind is a Reader in Psychology at City St George's, University of London. She holds a PhD from City, University of London and has previously served as a Lecturer at Durham University. Her research is centered on developmental psychology, particularly autism spectrum disorder, memory, theory of mind, and metacognition. BSc in Psychology, University of Warwick (2003) PhD in Psychology, City, University of London (2008) Postdoctoral Fellowship, Autism Speaks Lectureship, Durham University (2010–2013) Reader in Psychology, City St George's, University of London (2013–present) Her research interests include developmental psychology, autism spectrum disorder, episodic and autobiographical memory, future-oriented thinking, theory of mind, metacognition, self-awareness, spatial navigation, and executive function. She investigates how these cognitive domains interact in neurodevelopmental conditions, particularly autism. Her recent publications focus on self-referential memory, the ownership effect, metacognition, and mentalising in autism. Trends in her work show a strong emphasis on experimental cognitive psychology, with recurring themes of self-awareness, memory biases, and cognitive simulation in autism. She frequently collaborates with researchers such as David Williams, Dermot Bowler, and Peter Carruthers. ESRC Research Grant (2015–2018): Metacognition and mindreading ESRC Research Grant (2010–2013): Prospection and navigation in autism Autism Speaks Postdoctoral Fellowship (2008–2010) Sophie Lind has made significant contributions through her editorial roles as Associate Editor for Research in Autism Spectrum Disorders and as a member of the editorial board for Autism: International Journal of Research and Practice . She teaches undergraduate courses including Developmental Psychology, Psychology Project, Introduction to Educational Psychology, From Genes to Behaviour, and Lifespan Studies. She is affiliated with the ESRC Peer Review College and actively contributes to the academic community through peer review and research mentorship.
Medical Educator
Salome Scholtens is a Medical Educator at the University of Groningen's Faculty of Medical Sciences, Department of Medical Education, actively contributing to medical education research and the Lifelines Biobank cohort study. Her work bridges clinical training, systemic organizational methods, and population genetics. Her research centers on professional identity formation in medical students and systemic constellation applications. Key areas include: Evidence-based pedagogical frameworks for medical student socialization Systemic constellation methodology in organizational coaching Family therapy effectiveness and cohort-based genetic analysis Integration of tacit knowledge in medical training contexts Recent publications reveal a strong trend toward adapting systemic constellation techniques for medical education and organizational development, emphasizing evidence-based validation. Her 2025 AMEE Guide establishes structured approaches for professional identity formation, while 2024 works formalize constellation procedures for coaching. No scientific awards are documented in available sources. No student advising or grant funding details appear in the provided materials. As a core contributor to the Lifelines Biobank since 2006, she collaborates across institutions on population health research. Recent datasets focus on systemic awareness training for medical students and vitamin D's role in multimorbidity.
Assistant Professor
Nicole Gardner-Neblett is an Assistant Professor of Psychology at the University of Michigan’s College of Literature, Science, and the Arts. Her research focuses on children’s language and literacy development, particularly among socially and economically disadvantaged populations. She adopts a strengths-based approach to examine how individual and contextual factors influence early learning, with a specific emphasis on African American children’s oral narrative skills and their implications for educational practices. Dr. Gardner-Neblett holds a Ph.D. and M.A. in Developmental Psychology from the University of Michigan and a B.A. in Psychology from Brown University. Her work bridges developmental psychology and educational equity, addressing systemic barriers in early childhood education. Key themes include teacher perceptions of linguistic diversity, the impact of racism on child development, and strategies to support educators in fostering language skills. She critiques traditional achievement gap frameworks, advocating for systemic reforms over deficit-based approaches. Dr. Gardner-Neblett’s publications span 2006–2025, reflecting her commitment to antiracist research and evidence-based interventions. Her recent work emphasizes dismantling racial biases in educational evaluation, promoting culturally responsive pedagogy, and enhancing teacher training programs. While no students or awards are listed, her extensive publications and institutional role highlight her contributions to advancing equitable early childhood development.
Professor
Dr. Bo Shen is a tenured Professor in the Division of Kinesiology, Health, and Sport Studies at Wayne State University's College of Education, where he serves as research faculty for the Center for Health and Community Impact. He holds a Ph.D. in Kinesiology from the University of Maryland, College Park, an M.Ed. in Physical Education from Shanghai University of Sport, and a B.A. in Physical Education from Central China Normal University. His research focuses on: Motivation theories in physical education (Self-Determination Theory, Interest-Based Motivation) Physical activity interventions for special populations Cross-cultural comparisons of physical education systems Adapted physical activity for children with Autism Spectrum Disorders His recent publications demonstrate strong emphasis on longitudinal studies of motivation, ASD interventions, and psychometric instrument development. Dr. Shen has received significant recognition including: Helen M. Heitmann Young Scholar Award Two-time recipient of AERA's Exemplary Paper Award SHAPE America Research Writing Award Distinguished Research Award from AERA Division E SHAPE America Research Fellowship He mentors numerous graduate students and has secured research funding from the U.S. Department of Education and Humanities Centers and Institutes. Dr. Shen leads research through the Center for Health and Community Impact and serves as Editor-in-Chief of the International Journal of Physical Activity and Health .
Associate Clinical Professor
Imogen Rushworth is a Clinical Associate Professor in Clinical Psychology at Norwich Medical School, University of East Anglia (UEA), where she has been a faculty member since 2004 and was promoted in 2016. She is currently the Departmental and Programme Wellbeing Lead, overseeing pastoral support for staff and trainees. She also maintains part-time clinical practice in Norwich with adults. Doctorate in Clinical Psychology, University of East Anglia PhD in Functional Medical Disorders, University of Sheffield BSc (Special Honours) in Psychology, University of Sheffield Her research centers on trainee wellbeing , self-disclosure in therapeutic training , refugee and migrant mental health , and the integration of Clinical and Health Psychology . She explores how personal and professional identities intersect in clinical work, with a focus on reducing stigma and enhancing resilience. Her recent publications analyze resilience among displaced populations, the limitations of hybrid teaching in clinical training, hoarding disorder comorbidities, and the ethics of personal disclosure by trainers. These works reflect interdisciplinary trends across psychology, education, and public health, emphasizing qualitative and systematic review methodologies. Chartered Clinical Psychologist (HCPC) Chartered Health Psychologist (HCPC) Accredited Cognitive and Behavioural Therapist (BABCP) She supervises Trainee Clinical Psychologists , PhD , and Masters students in the Medical School and Social Work departments. She has led major grant-funded initiatives related to trainee wellbeing and has extensive experience in curriculum development, admissions, and accreditation. She is actively engaged in outreach, widening participation, and supervisor training across regional and national networks. She contributes to external organizations including the British Psychological Society, GTiCP, and the Young Minds Charity, focusing on trainee wellbeing, planetary health, and professional standards.
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