Find Academic Supervisors

Nathan B. KruseView profile

Professor

• Adult Music Education
• Lifespan Learning
• Community Music
• +3 more

Nathan B. Kruse serves as Professor of Music Education and Chair of the Department of Music within Case Western Reserve University's College of Arts and Sciences. Appointed in 2013 after prior roles at the University of North Texas, he directs departmental strategy while maintaining active research and community engagement in music education. His educational foundation includes: Bachelor of Music Education from Butler University Master of Music in Music Education from the University of New Mexico PhD in Music Education from Michigan State University Dr. Kruse's research investigates adult music education through ethnographic lenses, examining lifespan learning trajectories and vernacular music practices in community settings. His work bridges formal and informal music education, with recent focus on digital environments and intergenerational participation. He explores how community music fosters social inclusion while challenging ageist ideologies in educational spaces. Analysis of his 15 most recent publications reveals consistent thematic threads: vernacular music integration in classrooms (2023), equity through intergenerational music-making (2022), and digital adaptations of children's musical play (2018-2020). His scholarship consistently centers marginalized groups—older adults, children in digital spaces, and bivocational teachers—while examining systemic barriers in music education. His scientific recognition includes: Carnegie Academy for the Scholarship of Teaching and Learning Fellowship (2006-2007) Excellence-in-Teaching Citation, Michigan State University (2007) Outstanding Dissertation Award, Adult and Community Music Education SRIG (2008) As a dedicated mentor, he has received four nominations for CWRU's John S. Diekhoff Award for Graduate Mentorship (2004, 2015, 2018, 2021). He serves on editorial boards for TOPICS for Music Education Praxis and Visions of Research in Music Education while maintaining active public school collaborations as conductor and clinician. He directs the Symphony West Orchestra (North Olmsted, OH) and Cleveland's Music Settlement Adult Orchestra, extending his community impact through performance. His professional affiliations include National Association for Music Education, Ohio MEA, Pi Kappa Lambda, Mu Phi Epsilon, and Kappa Kappa Psi.

• Curriculum Studies
• Pedagogy
• Critical Theory
• +5 more

Dr. Kevin Smith is a Senior Lecturer in Education at Cardiff University's School of Social Sciences. His research focuses on reconceptualist approaches to curriculum and pedagogy, emphasizing dynamic, socially constructed educational processes. He employs methods like currere (autobiographical reflection), narrative analysis, and critical discourse analysis to explore themes such as social justice, decolonization, and climate change in education. His work bridges critical theory, poststructuralism, and post-humanism, with a particular interest in Wales' educational landscape while engaging globally through research in Pacific nations like Tonga and Fiji. Smith's research themes include cultural studies, education policy, and the interplay between place and learning. He has contributed to the development of the Curriculum Cymreig, examining its impact on Welsh identity formation. His blog (blogs.cardiff.ac.uk/drkevinsmith) reflects on contemporary educational challenges, including anti-racist pedagogy and climate crisis responses. He holds a PhD and has taught internationally, combining academic rigor with outdoor activities like long-distance hiking that inform his thinking on place and experiential learning. His external affiliations include ORCID and social media engagement, reflecting a commitment to public scholarship.

Camillia MatukView profile

Associate Professor

• Educational Technology
• Inquiry Learning
• Data Literacy
• +7 more

Camillia Matuk is an Associate Professor and Program Director of the Educational Communication and Technology program at New York University (NYU) Steinhardt. She directs the RIDDLE initiative and holds leadership roles in academic editorial boards such as the Journal of the Learning Sciences and International Journal for Computer Supported Collaborative Learning . Her research focuses on leveraging technology, storytelling, and arts to enhance inquiry-based learning in formal and informal settings, particularly in science education and data literacy. Matuk earned her PhD in Learning Sciences from Northwestern University, with prior experience as a medical illustrator and educator at the University of California, Berkeley. Her work is funded by NSF and NIH grants, totaling over $5 million. Key projects include developing AI-supported platforms for student research (e.g., StudyCrafter), citizen science tools (MindHive), and curricula integrating data literacy with social justice. Her teaching spans courses like Foundations of Cognitive Science and Learning Environment Design . Awards include the 2013 AERA Outstanding Research Presentation Award and multiple fellowships. Matuk collaborates widely, co-authoring over 140 papers and presentations on topics such as data visualization, game-based learning, and equity in science education.

Lucia Cardenas CurielView profile

Assistant Professor

• Multicultural Education
• Bilingual Education
• Literacy Studies
• +3 more

Lucia Cardenas Curiel is an Assistant Professor in the Department of Teacher Education at Michigan State University's College of Education. She holds a Ph.D. from the University of Texas at Austin. Her research focuses on literacy practices for culturally and linguistically diverse students, particularly Latina/o bilingual children, emphasizing multicultural literature, social justice, and identity development. Dr. Curiel explores innovative pedagogical strategies rooted in community language practices and teacher preparation for diverse classrooms. She is affiliated with the College of Education and Department of Teacher Education. Her work bridges theory and practice through studies on translanguaging, multiliteracies, and bilingual education. Recent research includes community-based learning initiatives, linguistic identity exploration, and critical pedagogies in multilingual settings. She has published widely on topics such as dual-language classroom practices, preservice teacher development, and historical analyses of bilingual education materials. Dr. Curiel’s publications span translanguaging in science education, art museum co-teaching, and sustaining bilingual identities. Her work consistently advocates for culturally responsive teaching and equitable educational practices. She actively prepares teachers to engage linguistically diverse learners through field experiences and community partnerships.

Christina SchwarzView profile

Professor

• Science Education
• Equitable Learning Environments
• Scientific Modeling
• +5 more

Christina Schwarz is a Professor in the Department of Teacher Education at Michigan State University’s College of Education. She holds a Ph.D. from the University of California, Berkeley and is based in 115 Erickson Hall. Her research focuses on promoting equitable, inquiry-oriented science education from preschool through college, emphasizing scientific modeling and teacher practices that foster inclusive sense-making. She investigates how beginning teachers notice and respond to student needs, as well as technology integration, urban school dynamics, and culturally responsive pedagogy. Key areas include science curriculum development and sociocultural dimensions of classroom learning. Education: Ph.D., University of California, Berkeley Affiliations: Department of Teacher Education, College of Education Her work bridges theory and practice, aiming to improve science education accessibility and effectiveness across diverse settings. While no specific grants or labs are mentioned, her research interests align with initiatives in STEM equity and teacher professional development.

• Science Education
• Inquiry-Based Teaching
• Socioscientific Reasoning
• +6 more

Mijung Kim is a Professor in the Faculty of Education at the University of Alberta. She holds a PhD from the same institution and has held academic roles at Seoul National University, National Institute of Education (Singapore), and the University of Victoria prior to joining Alberta in 2015. Her research focuses on science education as inquiry, children’s scientific reasoning, dialogical argumentation, socioscientific reasoning for sustainability, and teacher professional vision. Education: PhD in Education, University of Alberta Research Interests: Teaching science as inquiry-based learning Children’s scientific reasoning and collaborative problem-solving Socioscientific reasoning for sustainability education Teacher professional development in STEM education Curriculum analysis using Bloom’s Taxonomy Awards: Springer Best Paper Award (2018) Best Paper Award, International STEM Education Conference (2014) Springer Best Paper Award, Asian Science Education Conference (2008) Grants & Professional Work: SSHRC Insight Grant (2023–present) for reasoning and decision-making skills in socioscientific contexts Co-PI on a University of Alberta grant (2020) for STEM education professional development Extensive grants focused on argumentation, sustainability, and inquiry-based teaching Teaching: Courses include EDEL 330 (Elementary Science Pedagogy), EDEL 567 (Educational Research Methods), and EDES 509 (Science Teaching Strategies)

David I HanauerView profile

Adjunct Professor

• Science Education
• Scientific Inquiry
• Assessment in STEM
• +4 more

David I Hanauer is an Adjunct Professor in the Department of Biological Sciences at the University of Pittsburgh. He serves as Lead Assessment Coordinator for the SEA-PHAGES program, an initiative supported by the Howard Hughes Medical Institute (HHMI) that focuses on undergraduate research experiences in bacteriophage discovery. His work integrates scientific inquiry, educational assessment, and STEM literacy. Key research interests include student ownership of research projects, assessment methodologies for scientific inquiry, and barriers faced by second-language researchers in academic publishing. His collaboration with Prof. Graham Hatfull since 2005 has produced validated assessment tools and frameworks for measuring outcomes in course-based research programs. Publications span science education, multilingual academic writing, and qualitative methodologies. Notable contributions include Scientific Discourse: Multiliteracy in the Classroom (2006) and Active Assessment: Assessing Scientific Inquiry (2009). His work emphasizes equitable access to scientific research opportunities across diverse student populations. Current activities center on the SEA-PHAGES program’s impact on student persistence in STEM and the development of inclusive research education models. Funding includes long-term support from HHMI, enabling sustained exploration of assessment-driven educational innovation.

Anna McLean PhillipsView profile

Senior Lecturer

• Physics Education Research
• History and Philosophy of Science
• Science Education
• +1 more

Dr. Anna McLean Phillips is a Senior Lecturer in the School of Physics and Astronomy at Monash University, specializing in Physics Education Research. Her academic focus lies in student experiences within physics learning environments and the practices of both professional and student physicists. She holds a PhD in Physics Education Research from Tufts University (2019) and a Master of Science in Physics from the same institution (2015). Her research explores computational practices in physics, the role of agency in learning, and factors influencing retention in physics majors. Key projects include a mixed-method longitudinal study on physics major retention and a collaborative initiative addressing accessibility in science internships for disabled and neurodiverse students. Phillips actively contributes to academic discourse through peer review for journals like Science Education and Physical Review Physics Education Research . Her research interests span neurodiversity in STEM education, LGBTQ+ student inclusion, and innovative laboratory pedagogy. Recent work highlights the intersection of social belonging and academic outcomes, particularly in Australian STEM contexts. Phillips is also engaged in curriculum design, emphasizing computational integration and student-centered approaches. Despite no explicitly listed awards, her work aligns with UN Sustainable Development Goal 4 (Quality Education). She supervises PhD students and leads grant-funded projects, such as the 2025 initiative on internship accessibility. Phillips is affiliated with Monash’s physics education research community and participates in national conferences like the Australian Institute of Physics Congress.

Charlotte WegenerView profile

Associate Professor

• Social Innovation
• Elderly Care
• Vocational Education
• +5 more

Charlotte Wegener is an Associate Professor at Aalborg University's Department of Communication and Psychology, within The Faculty of Social Sciences and Humanities. She holds roles as Section Manager and Head of Research, and leads FoCUS – Research Center for Learning and Education in Elderly Care. Her work bridges academic writing, social innovation, and learning in elderly care and vocational education. She co-founded FoCUS and leads the PROFRES 2.0 Research School in Norway, focusing on practice-near PhD training. Education: Completed Research Management (Copenhagen Business School) and Adjunktpædagogikum. Her research focuses on expansive learning environments, interprofessional collaboration, and creative methodologies in education and healthcare. She has led 22 projects including LABCare (elderly care innovation) and Think Tank PROFRES 2.0. Research Interests: Social innovation in elderly care, vocational education systems, boundary-crossing practices, and academic writing as creative analysis. Key themes include care work dynamics, upcycling concepts, and collaborative research methodologies. Publications emphasize care work embodiment, expansive learning frameworks, and creativity in degrowth contexts. Over 129 outputs span journals like Nordic Journal of Vocational Education and Training and conferences on social innovation. Awards: Not explicitly listed, but her leadership roles and prolific publications reflect recognition in her field. Advising: No listed advisees, but mentors PhD candidates via PROFRES 2.0. Labs/Groups: FoCUS Center, ALOVE research group (Nord University), and the Organization, Work & Management unit at Aalborg. Active in Nordic transdisciplinary networks focusing on welfare innovation and educational reform.

• Mathematics Education
• STEM Education
• Teacher Pedagogy
• +6 more

Associate Professor Lisa O'Keeffe is affiliated with the University of South Australia's UniSA Education Futures, specializing in Mathematics Education. She holds an Associate Professor rank and focuses on rural mathematics education, innovative pedagogical practices, and STEM integration. Her work addresses out-of-field teaching challenges, textbook analysis, and educational equity in multigrade classrooms. She has collaborated with South Australian Department schools and explores socio-spatial factors impacting rural education. Her research interests center on mathematics pedagogy, curriculum design, and the intersection of education with social justice. Notable areas include culturally responsive teaching for bilingual learners, teacher identity in under-resourced settings, and the role of technology in learning environments. She has critiqued textbook effectiveness in conveying mathematical concepts and advocates for evidence-based curriculum reforms. Recent publications highlight innovations like 360-degree video tools for pre-service teacher development and the impact of flexible learning spaces on student engagement. Her work often bridges theory and practice, emphasizing real-world applications in teacher training and classroom strategies. While no scientific awards are listed, her contributions to teacher education and rural STEM access are central to her profile. Dr. O'Keeffe's advising focuses on pre-service mathematics teachers and inquiry-based learning methodologies. She has explored noise levels in modern classrooms and eco-justice frameworks linking education to community sustainability. Her research consistently addresses systemic barriers in mathematics education, particularly for marginalized student populations.

Kevin BargeView profile

Professor

• Organizational Communication
• Leadership Theory
• Public Deliberation
• +3 more

Kevin Barge is a Professor of Communication and Interim Head of the Sociology Department at Texas A&M University. He holds a Ph.D. from the University of Kansas (1985). His research focuses on leadership theory, organizational change, and dialogic communication practices, emphasizing practical theory development and bridging academic and practitioner perspectives. He is a member of the Taos Institute and the Aspen Conference planning team, and has received major awards including the 2016 Gerald M. Phillips Award and 2017 Central States Communication Hall of Fame Award. Key research interests include reflexive leadership practices, appreciative inquiry in organizations, and communication strategies for managing polarized issues. He advocates for engaged scholarship that produces socially impactful knowledge. He has served on editorial boards for journals like Management Communication Quarterly and has extensive teaching experience in communication theory, organizational leadership, and group processes. Barge's work emphasizes collaborative methodologies, including co-inquiry approaches with practitioners and systemic constructionist frameworks. His publications span leadership theory, organizational communication design, and pedagogical innovation. He actively promotes academic-practitioner partnerships to enhance both theoretical and real-world applications of communication research.

Joe SalvatoreView profile

Clinical Professor

• Verbatim Performance
• Ethnodrama
• Community-Engaged Theatre
• +4 more

Joe Salvatore is a Clinical Professor of Educational Theatre and Vice Chair for Academic Affairs at the Steinhardt School of Culture, Education, and Human Development, New York University. He directs the Verbatim Performance Lab (VPL), focusing on interview-based theatre to address social issues like healthcare discrimination and political discourse. His work bridges theatre, research, and community engagement, with projects such as Her Opponent (2017) and That’s Not a Partisan Feeling, That’s Patriotic (2024). He holds leadership roles in NYU’s Arts & Health initiative and the University of British Columbia's Research-based Theatre Collaborative. Research Interests: Salvatore specializes in verbatim performance, ethnodrama, and the application of theatre in healthcare and political contexts. His projects explore how performance can disrupt systemic biases, document social phenomena, and foster empathy. Recent initiatives include collaborations with Keith R. Huff on politically charged theatre pieces and international healthcare bias studies. Awards: Johnny Saldaña Outstanding Professor of Theatre Education Award (AATE) NYU MLK Jr. Faculty Award Steinhardt Teaching Excellence Award Gender and Trans Justice Award Grants & Collaborations: His work is supported through NYU’s interdisciplinary initiatives and partnerships with institutions like the Lincoln Center Directors Lab. The Verbatim Performance Lab actively engages in global research networks, including projects on clergy abuse survivor narratives and US presidential election perceptions. Labs & Teams: Leads the Verbatim Performance Lab (VPL), a hub for research-based theatre that collaborates internationally. Affiliated with NYU’s Arts & Health program and the Artists' Literacies Institute advisory board.

Erik NystromView profile

Lecturer

• Electroacoustic Music
• Computer Music
• Algorithmic Composition
• +12 more

Erik Nystrom is a composer and academic at City, University of London, specifically affiliated with City St George's, where he conducts research and artistic work in electroacoustic and computer music. His practice centers on multichannel sound, spatial texture, and live interactive performance using algorithmic systems. He previously held a Leverhulme Early Career Fellowship at the University of Birmingham’s BEAST studio, contributing significantly to spatial synthesis and performance aesthetics. Education: PhD in Electroacoustic Music, City University, London (supervised by Denis Smalley) MA in Electroacoustic Music, City University, London (supervised by Denis Smalley) Erik’s research explores the intersection of human and machine agency in improvisation, focusing on post-human cognition, nonconscious processes, and the concept of intra-action. His work integrates machine learning, agent-based systems, and real-time synthesis, particularly through the SuperCollider environment. He investigates how algorithmic systems can co-create with human performers, generating emergent sonic textures through feedback and listening behaviors. Key themes include spatial sound, acousmatic improvisation, and the philosophical underpinnings of technological creativity. His 15 most recent works and publications reveal a strong trend toward algorithmic improvisation, cognitive assemblages, and spatial synthesis. The articles and compositions emphasize machine learning, real-time interaction, and the blurring of composition and performance. Subfields such as post-human attractors, topographic synthesis, and listening agents dominate his recent output, reflecting a deep engagement with both technical innovation and philosophical inquiry in music. Scientific Awards: Leverhulme Early Career Fellowship (2015–2018) The Merciful Company Cordwainer's Prize for Outstanding Achievement on the MA Programme Mercer's Music Prize for Most Outstanding Achievement on the PhD Programme Audience Prize at Metamorphoses International Electroacoustic Composition Competition, Brussels (2010) Erik has advised no formal students listed in the text, but his research has been supported through competitive grants such as the Leverhulme Fellowship. He has presented his work globally at major conferences including ICMC, SMC, NIME, and Beyond Humanism. His compositions have been released by empreintes DIGITALes and performed at institutions like the University of Oxford and De Montfort University. He is actively involved in creative labs and research teams, notably through his work with BEAST (Birmingham Electroacoustic Sound Theatre) and participation in symposia such as the IKO/OSIL Symposium in Graz, Austria. His current practice involves developing interactive systems for live spatial performance, often involving collaborative electroacoustic composition with intelligent agents.

• Science Education
• Curriculum and Pedagogy
• Coherence Seeking in Learning
• +7 more

Tiffany-Rose Sikorski is an Associate Professor in the Department of Curriculum and Pedagogy at the Graduate School of Education and Human Development, The George Washington University, with a courtesy appointment in the Department of Physics. She is a leading researcher in science education, focusing on how learners construct coherent scientific understanding through collaborative reasoning and discourse. Ph.D., Curriculum and Instruction (Science Education), University of Maryland, College Park M.A.T., Secondary Education (Physics), Boston University B.A., Physics and Astronomy, Boston University Her research centers on coherence seeking —the process by which learners build connections between ideas and resolve inconsistencies in science. This framework informs the design of assessments, curricula, and learning progressions that support authentic scientific inquiry. She emphasizes asset-based approaches that recognize and build on learners' diverse capabilities. Her recent publications span informal science education, teacher development, physics education, and engineering education. Key themes include museum-based learning, limiting case analysis in physics, social innovation in engineering, and equity-oriented pedagogy. Her work often bridges theory and practice, aiming to transform classroom and informal learning environments. Morton A. Bender Teaching Award Member, GW Academy of Distinguished Teachers Dr. Sikorski has secured over $5 million in research funding, including NSF-supported projects on STEM teacher preparation in high-need schools and service-learning in engineering education. She advises graduate students in curriculum and instruction and has developed programs such as the GW Learning Assistant Program. Her professional service includes peer review for top journals in the field and leadership in national education initiatives. She is actively involved in interdisciplinary research teams focused on improving science and engineering education across K-12, higher education, and informal settings. Her lab and collaborative networks emphasize innovation, equity, and civic engagement in STEM.

Rebecca ThomasView profile

Lecturer

• Higher Education Practice
• Creative Pedagogy
• Narrative Methods in Education
• +4 more

Rebecca Thomas is a Lecturer in Academic Practice at the University of East Anglia, affiliated with the School of Education & Lifelong Learning. She teaches on the MA Higher Education Practice program and leads a Creative Resource Group, promoting innovative teaching methods. Previously, she served as Senior Lecturer and Programme Leader in Photography at the University of Hertfordshire, where she coordinated learning and teaching initiatives across Creative Arts. Her research interests center on creative and narrative-based approaches to education. She emphasizes using artistic strategies to enhance engagement in learning and teaching, particularly in higher education and healthcare contexts. Her work bridges fine art, pedagogy, and clinical education, focusing on how storytelling and interpretive methods can transform educational practices. The two most recent publications reflect a strong trend in narrative inquiry applied to healthcare education, particularly neonatal nursing. These works explore how personal stories and emotional experiences can be leveraged for professional training and empathetic care development. The interdisciplinary nature of her research connects education theory, clinical practice, and qualitative methodology. Rebecca Thomas has not been publicly recognized with any scientific awards based on the available information. She advises students within the MA Higher Education Practice program, though specific names of advisees are not listed. There is no mention of external research grants or funding. Her academic journey reflects a blend of creative arts and educational leadership, with ongoing contributions to pedagogical innovation. She leads a Creative Resource Group aimed at developing and sharing innovative teaching tools and strategies, likely involving collaboration with educators across disciplines to foster creative learning environments.