Find Academic Supervisors

Judson BrewerView profile

Professor

• Behavior Change
• Mindfulness
• Addiction
• +3 more

Dr. Judson Brewer is a Professor of Behavioral and Social Sciences and an Associate Professor of Psychiatry and Human Behavior at Brown University. He serves as Director of Research and Innovation at Brown University’s Mindfulness Center. His work focuses on habit formation, addiction, and behavior change science, integrating mindfulness with neuroscience to develop clinical tools and digital therapeutics. Education: B.A. in Chemistry from Princeton University M.D./Ph.D. from Washington University in St. Louis (thesis: molecular mechanisms of stress hormone regulation of the immune system) Psychiatry residency at Yale University Research Interests: Dr. Brewer’s research explores how mindfulness training disrupts addictive processes by targeting neural reward pathways. Key areas include anxiety management, emotional eating, and smoking cessation interventions. He employs EEG neurofeedback, fMRI, and experience sampling to bridge basic neuroscience with real-world applications, emphasizing mobile health (mHealth) solutions for scalable behavior change. Recent Articles Trends: His latest work focuses on app-based interventions for healthcare professional burnout, feasibility trials in vulnerable populations (e.g., low-income HIV patients), and socio-ecological barriers to dementia prevention. He also validates mindfulness teaching criteria and investigates wearable technology for real-time habit disruption. Scientific Awards: While no formal awards are listed, Dr. Brewer’s TED talk on habit change was the 4th most viewed in 2016 with over 20 million views. His work has been featured on 60 Minutes , The New York Times , and Forbes . Advising and Grants: Dr. Brewer’s clinical trials and programs suggest active grant-funded research, though specific grants or advisees are not listed. His interventions target smoking cessation, anxiety, and eating behaviors, often involving interdisciplinary teams at Brown’s Mindfulness Center. Labs and Teams: He leads the Mindfulness Center’s research team and collaborates globally through the ENIGMA-Meditation consortium. His lab develops app-based programs, such as Craving to Quit (C2Q), and employs innovative methods like sensor reduction in EEG devices to improve neurofeedback applications.

Jenna BattipagliaView profile

Assistant Clinical Professor

• Voice Disorders
• Gender-Affirming Voice Therapy
• Singing Voice Rehabilitation
• +2 more

Jenna Battipaglia is a Clinical Assistant Professor in NYU Steinhardt's Department of Communicative Sciences and Disorders. An NYU alumna (MS, CSD; BM, Vocal Performance), she is an ASHA-certified SLP and TSSLD holder specializing in voice pathology. Clinical Focus: Voice disorders and professional voice rehabilitation Gender-affirming communication therapy Pedagogical methods for voice clinicians Teaching: Supervises graduate clinicians at NYU's Speech-Language-Hearing Clinic and teaches courses in voice disorders and clinical practicum. Certified in LSVT, videostroboscopy, and PROMPT. Professional Service: Member of ASHA (SIG 3), The Voice Foundation, and WPATH, advancing inclusive voice care practices.

• Accessibility in Technology
• Computer Science Education
• Assistive Technologies
• +3 more

Yasmine Elglaly is an Associate Professor of Computer Science at Western Washington University (WWU). She directs the KIND (Komputing for INclusion and Disability) lab, focusing on human-centered research in accessibility and disability inclusion within technology and education. Her work emphasizes integrating accessibility into core computer science topics, developing pedagogical tools for inclusive education, and advancing assistive technologies for marginalized communities. Research Interests: Her research spans accessibility in computing education, assistive technologies, machine learning fairness, and inclusive design. She collaborates with students on projects addressing challenges faced by autistic individuals in computing, digital accessibility in academia and workplaces, and fostering disability awareness in software engineering. Publications Trends: Her recent articles highlight efforts to embed accessibility across the computer science curriculum, design inclusive communication systems for deaf and hearing users, and create datasets addressing disability discourse. She also explores practical teaching strategies, such as hands-on accessibility training for educators and frameworks for fair machine learning education. Advising & Grants: Yasmine mentors students in the KIND lab, though no specific grant details are provided. Her work has been recognized through collaborations with industry and academic partners, though no named awards are mentioned in the text. Labs/Teams: The KIND lab serves as a hub for interdisciplinary projects, emphasizing experiential learning and real-world impact in accessibility solutions.

Kimberly DavidsonView profile

Assistant Clinical Professor

• Literacy Education
• Culturally Responsive Teaching
• PK-12 Education
• +6 more

Dr. Kimberly Davidson is a Clinical Assistant Professor of Literacy Education in the Department of Instruction and Leadership in Education (DILE) at Duquesne University's School of Education. She is dedicated to preparing, mentoring, and supporting PK–12 educators through her teaching and research. Her work emphasizes high-impact, culturally responsive, and reflective literacy practices for diverse learners in both domestic and international contexts. Education: Ph.D., Special Education Literacy, Vanderbilt University, 2017 M.A., English Language & Literature, Slippery Rock University, 2004 B.A., English Language & Literature, Slippery Rock University, 2002 Her research focuses on developing integrative and equitable literacy curricula, with an emphasis on reflective practice and inclusivity across varied educational environments. She teaches undergraduate and graduate courses in children’s literature and literacy methods, contributing significantly to teacher education and professional development. While no publications are listed in the provided text, her scholarly activities appear centered on applied literacy instruction, teacher mentoring, and curriculum innovation for diverse student populations. Scientific Awards: No awards mentioned in the provided text. Dr. Davidson has a strong background in literacy instruction, having worked in public and private schools in the U.S. and abroad since 2002. Prior to her current role, she served as a tenured Associate Professor of Literacy at the University of North Georgia, demonstrating a sustained commitment to academic leadership and excellence in education. She likely contributes to advising and grant-related work, though specific details are not provided. No labs or research teams are mentioned in the provided content.

• Autism Studies
• Intellectual and Developmental Disabilities
• Neurodiversity
• +12 more

Dr. Damian Milton is a Senior Lecturer in Intellectual and Developmental Disabilities at the Tizard Centre, School of Social Policy, Sociology, and Social Research (SSPSSR), University of Kent. He joined the institution in 2017 and works part-time, balancing his academic role with consultancy for the National Autistic Society. He has been actively teaching in autism and learning disabilities since 2000. His research is centered on participatory and critical autism studies, with a strong emphasis on the inclusion of autistic people in research. He chairs the Participatory Autism Research Collective (PARC) and has led numerous projects with the Autism Education Trust and Transform Autism Education (TAE). His supervisory interests include autism in social and cultural contexts, the autistic voice, qualitative research, empathy, and educational mentoring. Dr. Milton’s recent publications reflect a consistent focus on co-design, autistic flow, the double empathy problem, sensory needs, and critiques of intervention paradigms. His work spans psychology, sociology, education, and cognitive science, advocating for non-pathologizing, neurodiversity-affirming approaches. He is a member of the editorial boards for Autism , Disability and Society , and Autonomy: The Critical Interdisciplinary Journal of Autism Research . He is also a Fellow of the Higher Education Academy and a member of the British Sociological Association and British Psychological Society. Dr. Milton is an active public speaker and has presented at numerous international conferences on autism, participatory research, and neurodiversity. He has no listed scientific awards, but his influence is evident through his extensive publications and leadership in the field.

• Human-Computer Interaction
• Sociotechnical Design
• ICT for Development (ICT4D)
• +7 more

Professor Jose Abdelnour-Nocera is a full-time Professor of Sociotechnical Design at the University of West London, School of Computing and Engineering, where he leads the Sociotechnical Centre for Innovation and User Experience (SCIUX). He is Chair of the UNESCO IFIP TC 13.8 Working Group on Interaction Design for International Development and Chair of the British Computer Society’s Sociotechnical Specialist Group. His research interests focus on the sociotechnical and cultural aspects of systems design, development, and use, particularly in mHealth, e-learning, e-governance, and ICT for Development (ICT4D). He has led and participated in numerous international research projects across the UK, India, Kenya, Namibia, and Latin America. His work emphasizes participatory design, ethical considerations, and cross-cultural perspectives in technology development. The recent trends in his publications reflect a strong engagement with geopolitical tensions in HCI, ethical value exchange, citizen participation, and the application of sociotechnical design in healthcare and democratic processes. His work spans journals such as Interacting with Computers , ACM Transactions on CHI , and Health and Technology , as well as major conferences like INTERACT, CHI, and NordiCHI. He has no listed scientific awards in the provided text, but his leadership roles and extensive publication record indicate significant recognition in the field. Professor Abdelnour-Nocera supervises PhD and Master’s students and is involved in research degree supervision at UWL. He teaches across multiple programs including MSc Information Systems, BSc Computer Science, and MSc Cyber Security. He has led curriculum development and intercultural studies in HCI education. He leads the Sociotechnical Research Group for Innovation and User Experience at UWL and collaborates with international research teams, particularly through IFIP and UNESCO networks. His work often involves interdisciplinary and cross-cultural teams focused on inclusive and equitable technology design.

Laden HusamaldinView profile

Associate Professor

• Project Management
• Digital Innovation
• Business Analytics
• +12 more

Dr. Laden Husamaldin is an Associate Professor in Information Systems and Project Management at the School of Computing and Engineering, University of West London. She is also the Project Management Lead for the Faringdon Centre for Non-destructive Testing and Remote Sensing and a Senior Fellow of the Higher Education Academy (SFHEA), reflecting her excellence in teaching and academic leadership. Her educational background includes a PhD in Information Systems from Brunel University, with research focused on business and software modelling and model-driven information systems development. Dr. Husamaldin's research interests span project management, digital innovation, business analytics, smart education, smart cities, and research methods. She integrates theoretical and applied perspectives, with a strong emphasis on real-world impact in both industry and education. Her recent publications (2019–2025) reflect a consistent focus on digital transformation, health informatics, smart technologies, and data analytics. These works appear in journals and conferences such as IEEE Smart Cities, Information, and IGI Global, and demonstrate a multidisciplinary approach combining information systems, human factors, and organizational strategy. She has received recognition as a Senior Fellow of the Higher Education Academy, underscoring her commitment to pedagogical excellence. Dr. Husamaldin actively supervises PhD students and serves as an external director of studies. She teaches across a range of programs including BSc Information Technology, MSc Cyber Security, MSc Health Informatics, and PhD in Computer Science. Her grants and consultancy work extend into both public and private sectors, supporting digital innovation and strategic workforce planning. She is involved in research teams focusing on smart education, health informatics, and socio-technical systems, often collaborating with researchers such as Parisa Saadati, Nagham Saeed, and Ikram Rehman.

Sobh ChahbounView profile

Professor

• Psycholinguistics
• Autism Spectrum Disorders
• Figurative Language Processing
• +3 more

Sobh Chahboun is a Professor at the Department of Special Needs Education, University of Oslo. Their research focuses on figurative language processing in neurodevelopmental disorders, particularly autism spectrum disorder (ASD), and the intersection of language, culture, and pedagogy. They hold a PhD in Psycholinguistics (2017) from the University of Oslo and have extensive international research experience, including a Marie Curie fellowship (Lanpercept ITN, 2013-2016). Education background includes advanced degrees in Cognitive and Behavioral Neuroscience, Educational Psychology, Hearing and Language Teaching, and Speech Therapy from the University of Granada, Spain. Their work bridges clinical, educational, and sociocultural aspects of language development, with a focus on improving inclusion for children with ASD and neurodivergent populations. Research interests include metaphorical priming effects in ASD, contextual and visual cues in language comprehension, cross-cultural temporal perception, and policy implications of evolving diagnostic criteria. They have published widely on topics such as AAC (augmentative and alternative communication) in education, early childhood sexuality education, and multicultural integration in Norway. Key contributions include a doctoral thesis on figurative language processing comparisons between neurotypical and ASD populations, and collaborative studies using eye-tracking methodologies to analyze reading strategies in children with ASD. Their work frequently addresses societal challenges in education and healthcare through interdisciplinary lenses.

Paula Villegas VerduView profile

Lecturer

• English for Academic Purposes
• Flipped Learning
• Academic Literacies
• +12 more

Paula Villegas Verdu is an Associate Lecturer in TESOL and International Education at the International Education & Lifelong Learning Institute (IELLI), University of St Andrews, UK. She serves as Director of the Academic English Service within the Learning and Writing Centre and leads key teaching initiatives, including the 'Supporting Learning in TESOL' intensive course and supervision in the DProf TESOL programme. She is actively involved in postgraduate research supervision and contributes to academic leadership through external examining and panel roles at UK universities such as Strathclyde, Anglia Ruskin, Bishop Grosseteste, and Wrexham University. Research Interests: Flipped Learning and its implementation in EAP contexts Academic Literacies in higher education Online and Technology-Enhanced Learning English for Academic Purposes (EAP) Feminist Pedagogies and equity in language education Motivation and student autonomy Multimodal learning environments Initial EFL teacher training Her recent publications, spanning 2023–2025, reflect a consistent focus on flipped learning in online EAP pre-sessional courses, exploring practitioner and learner perceptions, motivations for implementation, and pedagogical redesign. These works employ qualitative methods such as semi-structured interviews and case studies, contributing to both theoretical understanding and practical applications in emergency remote teaching and inclusive EAP provision. Scientific Awards: 1413 Teaching Excellence Award (2024) BAS Impactful Collaboration 2024 Paula is an active member of the academic community, serving as book review editor for BALEAP, editorial board member of the Journal of Learning Development in Higher Education , and mentor for ALDinHE and HEA fellowships. She also contributes as a peer reviewer for EAP and higher education journals. Her external roles include mentoring, assessing HEA fellowships via the St Andrews Recognition Scheme (STARS), and participating in research groups such as PROMETEO (Professionalization of Multilingual Education, Translation, and E-learning Observatory, UNIR). While no formal lab or research center is explicitly named, her collaborative network spans multiple institutions and professional associations, indicating strong engagement in learning development and TESOL communities.

Hamish BinnsView profile

Lecturer

• English as a Second Language (ESL)
• Creative Pedagogy
• Music in Education
• +7 more

Hamish Binns is a Lecturer in the Department of Modern Languages and ESL at Saint Louis University-Madrid. He holds a Reinert Center Online Teaching Fellowship and contributes significantly to ESL education and teacher training. His work integrates music, storytelling, and creative pedagogy into language learning and primary education. Education: MA and BA in Human Sciences, University of Oxford M.A. in Teaching English as a Foreign Language (TEFL), European University His research interests span English as a Second Language , creative pedagogy , music in education , and multisensory learning . He promotes innovative teaching through instrument-making with recycled materials and storytelling. His pedagogical approach emphasizes engagement, cultural awareness, and cognitive development. The recent publications reflect a strong trend in music-based education , creative language teaching , and teacher development . His work bridges academic research with practical classroom applications, particularly in primary and language education contexts. Scientific Awards: Finalist, 2019 British Council ELTons Innovation Awards (for Social Science 5 Pupil's Book and Activity Book) Hamish Binns has led numerous teacher training workshops and outreach programs, including the Community ESL Program and summer initiatives like Operación Inglés. He has collaborated with institutions such as Complutense University of Madrid and regional education centers. His work includes curriculum development, educational media, and public scholarship. He founded and managed educational websites like seispinguinos.com , which serves as an audiovisual encyclopedia of musical instruments and provides resources for educators. His labs and creative teams focus on music workshops, instrument design, and interdisciplinary teaching innovation.

• Educational Pedagogy
• Higher Education Teaching Practices
• Reflective Practice
• +12 more

Dr. Michael Willett is the Programme Lead for the Associate Fellowship Programme at the Learning and Teaching Academy, Cardiff University, supporting graduate tutors, early-career teaching staff, and professional services staff in developing their teaching skills and achieving Advance HE Associate Fellowship (AFHEA) accreditation. He has been active in higher education since 2010, previously leading the 'Learning to Teach' programme in the School of English, Communication and Philosophy (ENCAP) and the College of Arts, Humanities and Social Sciences (AHSS) from 2014 to 2022. BA (Hons), MA, PhD in English Language, Cardiff University SFHEA (Senior Fellowship of the Higher Education Academy) His research focuses on the use of poetic and literary devices—particularly metaphor—in educational discourse, exploring how educators conceptualize their roles (e.g., as gardeners, shepherds, or tour guides). As a pianist (Grade 8 ABRSM), he investigates the role of music, film, photography, and popular culture in creating engaging learning experiences. His work emphasizes reflective practice, inclusive education, active learning, and feedback strategies. His recent publications and presentations highlight trends in metaphor use in teaching philosophy, feminist pedagogy in graduate teaching development, and the integration of music into higher education pedagogy. These works reflect a strong commitment to innovative, inclusive, and reflective teaching practices grounded in both linguistic expertise and educational theory. Senior Fellowship of the Higher Education Academy (SFHEA) Dr. Willett advises and supports a wide range of early-career educators and professional staff through structured training programmes, portfolio assessments, and professional development workshops. He participates in key university committees including the Fellowships Senior Management Team, Postgraduate Experience Group, and University Senior Fellows Network, contributing to strategic educational policy and quality enhancement. While no specific grants are mentioned, his leadership in accredited teaching programmes indicates institutional funding and support. He is a core member of the Learning and Teaching Academy’s Fellowships Team, leading the design and delivery of the Associate Fellowship Programme, coordinating with college-level education networks, and contributing to the broader educational mission of Cardiff University.

Ben PollardView profile

Teaching Professor

• Physics Education Research
• STEM Diversity and Inclusion
• Laboratory Pedagogy
• +3 more

Ben Pollard is an Assistant Teaching Professor of Physics at Worcester Polytechnic Institute (WPI). He holds a PhD in Physics from the University of Colorado Boulder (2017), an MS in Physics from the same institution (2014), and a BA in Physics and Computer Science from Pomona College (2011). His research focuses on improving teaching and learning in physics laboratory courses, emphasizing measurement uncertainty, experimental skills, and student epistemological development. He is also a core organizer of The Access Network , a community-driven initiative promoting diversity, equity, inclusion, and social justice in STEM. Previously, he served as a postdoctoral researcher in Prof. Heather Lewandowski's Physics Education Research group at CU Boulder. Education: PhD, Physics, University of Colorado Boulder (2017) MS, Physics, University of Colorado Boulder (2014) BA, Physics & Computer Science, Pomona College (2011) Research Interests: Dr. Pollard explores pedagogical strategies for enhancing laboratory education, including curriculum design, assessment development, and fostering inclusive STEM environments. His work addresses measurement uncertainty concepts, interdisciplinary course alignment, and near-peer mentorship programs. He employs mixed-methods approaches, such as clustering algorithms and natural language processing, to analyze student learning outcomes. Grants & Community Work: Recipient of Planning Grants for DEIJ initiatives at WPI Core organizer of The Access Network Emergency Fund (2021) Labs & Collaborations: Collaborated with the Physics Education Research group at CU Boulder. Active in The Access Network, focusing on financial support systems and leadership development for marginalized STEM students.

Denise de PauwView profile

Senior Lecturer

• English for Academic Purposes
• English for Specific Academic Purposes
• Digital Literacies
• +11 more

Dr. Denise de Pauw is a Senior Lecturer in English for Academic Purposes at the Language Centre, University of Leeds, Faculty of Arts, Humanities and Cultures. She leads insessional English provision for students in the Schools of Computing and Electrical and Electronic Engineering and co-leads the Language for Engineering pre-sessional course. She is also involved in developing a new Professional and Academic Communication module for the Faculty of Engineering and Physical Sciences. PhD in Applied Linguistics, Lancaster University (2022) MA TESOL with ICT (Distinction) PGCE (PCET) Trinity Cert TESOL BA Hons in European Studies (German and Political Science) Her research focuses on situated literacy practices, digital literacies, mediated discourse analysis, and English for Specific Academic Purposes (ESAP), particularly in STEM disciplines. She explores how students and migrants navigate digital environments for learning and employment, emphasizing real-world applications of literacy. Her work integrates activity theory and sociomaterial perspectives to understand evolving academic and workplace practices. Her recent publications examine digital job searching among migrants, multimodal academic genres in STEM, and sociomaterial approaches to student literacy. Themes across her work include digital pedagogy, hybrid genres, curriculum design, and the intersection of literacy with employability and migration. She advocates for inclusive, practice-based language education that addresses the needs of marginalized learners. Dr. de Pauw is actively involved in academic service, including: Convenor, BAAL Literacies Special Interest Group (2024–present) Co-convener, PhD/ECR Literacy as Social Practice Network Co-manager, The Language Scholar Journal Co-organizer, Language Centre Summer Conference (2022–2024) CARA Mentor for a professor of Computer Science She contributes to decolonizing curriculum initiatives and has presented at numerous national and international forums, including BALEAP, RaPAL, and EPALE. Her scholarship bridges research and practice in language education, with a strong commitment to equity and accessibility in academic and professional settings.

Hannah CaoView profile

Senior Lecturer

• Computer Networks
• Cyber Security
• Distance Learning
• +4 more

Hannah Cao is a Senior Lecturer in Computer Science Education and Director of Online Studies at King's College London's Department of Informatics. She holds a PhD from the National University of Singapore and prior academic roles including Principal Lecturer at the University of Hertfordshire, Research Fellow at NUS, and Assistant Professor at Huazhong University of Science and Technology. She is a Senior Fellow of the Higher Education Academy (SFHEA). Her research focuses on Computer Networks (Future Networking, IoT Protocol Design, Quantum-based Mobile Ad Hoc Networks), Cyber Security (Authentication Protocols, IoT Security, Blockchain Applications), and Distance Learning (Online Pedagogy, Academic Integrity, E-Learning Security). She leads initiatives in cybersecurity education innovation, including leveraging AI and blockchain for threat intelligence and curriculum design. Recent work includes studies on post-pandemic education impacts, SDN/P4 protocol evaluation, and inclusive group assessment strategies. She contributes to interdisciplinary research hubs like the Trusted Autonomous Systems Hub and King's Cybersecurity Centre, focusing on trustworthy systems and FinTech intersections. Awards include SFHEA recognition for educational excellence. Her 80+ publications span peer-reviewed journals/conferences, with emphasis on network security, education technology, and protocol design.

Maria Nayr de Pinho Correia IbrahimView profile

Professor

• Multilingual Education
• Early Childhood Education
• Language Didactics
• +7 more

Maria Nayr de Pinho Correia Ibrahim is a Professor at Nord University's School of Education within the Department of Language and Communication. Her research centers on multilingual pedagogy, early childhood English language education, and the transformative potential of visual and artefactual methods in teacher development. Her primary research interests include: Multilingual education through translingual frameworks Children's literature as identity validation tools Dominant Language Constellation (DLC) methodology Indigenous language representation (particularly Sámi) Decolonizing ELT curricula Visual research methodologies in language education Her work demonstrates a consistent shift from monolingual to multilingual paradigms, culminating in the Eight-D's Framework for 'demonolingualising education'. Recent publications reveal strong thematic trends: Critical examination of dual-language picturebooks (2022-2025) Development of DLC artefacts for teacher education (2022-2024) Translingual pedagogy for young learners (2021-2025) Indigenous perspectives in language education (2021-2025) Ethical considerations in child multilingual research (2019-2021) Her scholarship consistently bridges theory and practice across Nordic and international contexts.