Find Academic Supervisors

Denise L Cloonan Cortez de AndersenView profile

Professor

• Second Language Acquisition
• Language Pedagogy and Assessment
• Applied Spanish Linguistics
• +4 more

Denise L Cloonan Cortez de Andersen is a Professor of Spanish and former Acting Department Chair at Northeastern Illinois University . Her academic work spans Second Language Acquisition , Spanish Linguistics , and Language Pedagogy , with a focus on dialectal variation, cultural assessment, and Freirean educational frameworks. Education Ph.D. in Linguistics, University of Delaware (1991) Doctoral Studies in Spanish Literature, University of Maryland (1985-1986) M.A. in Hispanic Literature, University of Delaware (1985) Graduate Studies, Centro de Estudios Hispánicos en Madrid and Bryn Mawr College (1983) B.A. in Spanish with Minor in English, University of Delaware (1983) Her research emphasizes heritage language learners , Strategic Interaction in language education, and the interface of Spanish and English in Chicago . She has published extensively on dialectal variation , reading comprehension assessment , and cultural pedagogy , including the book Contornos del habla (2009). Her work also explores language contact , phonology , and Freirean approaches to teaching. Advising roles include Teaching Certification for Professionals (TCP) mentorship and liaison to the College of Education . She has presented internationally on topics like regional literature and listening strategies , and served as a manuscript reviewer for educational texts.

• Semitic Linguistics
• Ethiopic Studies
• Classical Arabic
• +5 more

Stefan Weninger is a University Professor and Head of the Department of Semitic Studies at the Center for Near and Middle Eastern Studies (CNMS) at Philipps University of Marburg. He has held a C4-Professorship for Semitistics in Marburg since 2001 and served as Managing Director of the CNMS from 2016-2020. His distinguished career includes leadership roles as 2nd Vice President (2015-2020) and subsequently 1st President (2021-2026) of the German Oriental Society, where he also serves as Speaker of the Semitistics Section. Weninger earned his doctorate in 1991 from Ludwig-Maximilians-Universität München with a dissertation on Qana'a in Arabic literature, followed by his habilitation in 1997 on the verbal system of Old Ethiopic. His academic journey includes research assistant positions at LMU from 1991-2001 before his appointment to Marburg. His scholarly work spans Semitic linguistics with particular expertise in Ethiopic languages, Classical Arabic, and Ancient South Arabian studies. Weninger's research interests focus on comparative Semitic grammar, historical linguistics, epigraphy, and lexicography. His work demonstrates exceptional depth in Ge'ez (Classical Ethiopic) studies, where he has produced foundational scholarship on its verbal system, grammar, and lexicon. His research extends to Arabic-Ethiopic language contact phenomena, Sabaean epigraphy, and the history of Orientalist scholarship. He has made significant contributions to understanding the linguistic relationships between Semitic languages and the historical development of writing systems in the Near East. Analysis of Weninger's recent publications reveals consistent focus on Ethiopic linguistics, particularly Ge'ez grammar and discourse structures, while also maintaining strong engagement with Classical Arabic studies and Ancient South Arabian epigraphy. His work shows a methodological blend of historical-comparative linguistics with textual criticism and philological analysis. The publications demonstrate increasing attention to the history of Orientalist scholarship alongside his core linguistic research, reflecting a mature scholarly perspective that bridges historical and linguistic approaches. 2nd Vice President of the German Oriental Society (2015-2020) 1st President of the German Oriental Society (2021-2026) Speaker of the Semitistics Section in the German Oriental Society (2017-present) As an academic leader, Weninger has supervised numerous doctoral students and research projects, including DFG-funded projects on Arabic and Ethiopic texts of the Testament of Abraham and Secundus Taciturnus. His editorial work includes serving on the advisory boards of Middle East - Topics & Arguments, Aethiopica, and Orientalistische Literaturzeitung, where he acts as section editor for Semitics. He has been instrumental in advancing Semitic studies through his leadership in academic societies and his comprehensive reference work, The Semitic Languages: An International Handbook.

Cynthia KopView profile

Associate Professor

• Term Rewriting
• Higher-Order Term Rewriting
• Implicit Complexity
• +6 more

Cynthia Kop is an Associate Professor in the Software Science group at Radboud University Nijmegen's Institute for Computing and Information Sciences. She holds a prominent position in the academic community with significant contributions to term rewriting systems and their applications in computer science. Her research interests span several interconnected areas of theoretical computer science: Term rewriting systems (both first and higher-order) Implicit computational complexity Program verification and equivalence Constrained rewriting systems Automated reasoning techniques Her recent work demonstrates a clear trajectory toward applying term rewriting techniques to solve practical problems in program verification and complexity analysis. The three most recent publications from 2019 show her focus on constrained rewriting for program equivalence, higher-order dependency frameworks, and cons-free rewriting for implicit complexity characterization. These works represent the intersection of theoretical foundations with practical applications in software verification. Dr. Kop has secured significant research funding through competitive grants including: NWO VIDI project CHORPE (2021-2026): Constrained Higher-Order Rewriting and Program Equivalence NWO TOP project ICHOR (2019-2023): Implicit Complexity through Higher Order Rewriting Marie Curie project HORIP (2015-2017): Higher Order term Rewriting for Intensional Properties She actively supervises PhD students including Liye Guo, Kasper Hagens, and Deivid do Vale, and has developed several influential tools for the rewriting community: WANDA (termination analysis), CTRL (constrained rewriting), and Cora (comprehensive rewriting analysis framework). Her professional service includes chairing the IFIP working group 1.6 on rewriting and serving on numerous program committees for major conferences in her field.

Gaiutra BahadurView profile

Associate Professor

• Caribbean Studies
• African and African-American Studies
• Postcolonial Studies
• +5 more

Gaiutra Bahadur is an Associate Professor at Rutgers University, Newark, affiliated with the Department of Arts, Culture and Media and the Department of English. She is an essayist, critic, and journalist specializing in literature, history, migration, and postcolonial studies. Education: B.A. in English Literature from Yale University, M.S. in Journalism from Columbia University Her research explores Caribbean indentured labor history, ethnic memory, and the intersection of journalism with literary nonfiction. She has taught courses including Literary Journalism, Afro-Asia in Literature, and Immigration Beat Reporting. Recent publications analyze Guyana's oil economy (2024), debt metaphors in Ghanaian fiction (2023), and Vietnamese postcolonial narratives (2020). Her work appears in New York Times Book Review , The Guardian , and The New York Review of Books . Scientific Awards: Orwell Prize shortlist, Gordon Lewis Prize winner, multiple New Jersey Arts Council Awards, and residencies at MacDowell and Bellagio Center Bahadur's journalism has been pivotal in recovering marginalized histories, including co-translating indentured labor songs from Guyana (2019). She actively contributes to climate justice debates and environmental law enforcement in resource-rich nations.

• Educational Psychology
• Teacher Education
• Assessment and Testing
• +5 more

Elaine Radmer, Ph.D., serves as an Associate Professor in the Teacher Education department within the School of Education at Gonzaga University. Her academic work critically examines test-based education reform, organizational accountability, and societal inequities in schooling systems. Her educational background includes: Ph.D. in Educational Psychology, Washington State University M.A. in International Studies and Teaching English as a Second Language, Wheaton College B.A. and B.S. in Education & Biology, Eastern Washington University A.A., Walla Walla Community College Radmer's research interrogates unexamined assumptions in educational institutions and explores how humans learn in social settings beyond formal schools. She champions collaborative inquiry into assessment practices and investigates culturally responsive pedagogy, particularly through young adult literature's impact on reading comprehension. Her work consistently addresses power dynamics, privilege, and strategies for making schools responsive to diverse learners. Her publication trajectory reveals evolving focus from classroom-level assessment (2012-2017) toward systemic leadership and equity (2018-2024), with recent emphasis on data-informed attendance systems, culturally intelligent leadership, and perseverance in re-engaged students. This progression demonstrates increasing engagement with institutional change while maintaining core commitments to equity and teacher empowerment. No major scientific awards are documented in available sources. Radmer actively mentors student researchers, as evidenced by asterisked co-authors across her publications spanning literacy, mathematics education, and leadership studies. Her collaborative projects with colleagues like Darragh, Garoui, and Conlin reflect sustained engagement with K-12 practitioners, though specific grant funding details aren't provided. Conference presentations at AERA and WERA demonstrate consistent scholarly dissemination. Her work involves cross-disciplinary partnerships with librarians, mathematics educators, and literacy specialists through professional organizations including AERA and WERA, focusing on practical applications of research in school settings.

T. Anil OommenView profile

Assistant Professor

• Education
• Diversity, Equity, and Inclusion
• Comprehensive Sexuality Education
• +4 more

T. Anil Oommen is an Assistant Professor at Pacific University's School of Learning & Teaching, where he coordinates the Bachelor of Education in Teaching and Language Learning program. He is also a Professional Development School Liaison and Continuing Education Coordinator, teaching courses such as Critical Perspectives on Identity and Social Systems and Culture, Power & Identity: Becoming a Teacher Leader and Advocate. His work extends to the Eugene-Springfield community through the SD 4j Equity Committee and comprehensive sexuality education initiatives. Education: MAT and MATS from Pacific University and San Francisco Theological Seminary BA from the College of Wooster Oommen's research explores identity and belonging in school contexts, the role of schools in comprehensive sexuality education, and intersections of legal cases like Brown vs. Board of Education and Juliana vs. US. He is a co-author of Sexuality and Our Faith: a companion to Our Whole Lives and has published poetry in the Wēber Studies Interdisciplinary Humanities Journal and Carapace. As an immigrant and former elementary educator with 14 years of experience in arts-integrated schools, his personal and professional background shapes his focus on diversity, equity, and inclusion. He is featured in Our Stories: Immigrants of America and has contributed to media outlets like The Washington Post and The Hechinger Report.

Thomas LaTozaView profile

Associate Professor

• Software Engineering
• Human-Computer Interaction
• Crowdsourced Programming Environments
• +8 more

Thomas LaToza is an Associate Professor in the Department of Computer Science at the George Mason University, School of Computing . His research focuses on the intersection of software engineering and human-computer interaction, exploring how developers interact with code and designing novel software development methodologies. He has pioneered crowdsourced programming environments and microtask programming frameworks, with notable projects including RulePad for checkable design rules and Hypothesizer for hypothesis-based debugging. His work emphasizes empirical studies of developer behavior, tool impact analysis, and integration of AI assistants in software development. His recent publications highlight trends in AI-driven development , debugging mental models , and developer information seeking . He has received recognition including the George Mason University Teacher of Distinction award and has served on the editorial board of Empirical Software Engineering . His advising includes PhD students Ruochen Wang, Mainul Hossain, and alumni Abdulaziz Alaboudi, Emad Aghayi, David Samudio, Sahar Mehrpour, and Maryam Arab. He co-founded the OurCode developer tools startup, translating academic research into industry applications.

Madi BabaiaslView profile

Assistant Professor

• Human intention detection
• Human-robot interaction
• Rehabilitation robotics
• +7 more

Madi Babaiasl is a Clare Booth Luce Assistant Professor in the Department of Aerospace and Mechanical Engineering at Saint Louis University's School of Science and Engineering. Her research focuses on developing innovative robotic solutions for assistance, rehabilitation, agriculture, and education applications. Education: Ph.D. in Mechanical Engineering (Robotics) from Washington State University M.S. in Mechatronics Engineering from Tabriz University, Iran B.S. in Electrical Engineering from Tabriz University, Iran Dr. Babaiasl's research spans multiple domains at the intersection of robotics, machine learning, control theory, and artificial intelligence. Her primary focus centers on developing safe and efficient human-robot interaction systems, particularly for assistive and rehabilitation applications. She investigates human intention detection, agricultural automation, and novel approaches to robotics education, integrating knowledge from psychology, physical therapy, agriculture, and education to create comprehensive robotic solutions. Her work addresses real-world problems such as developing devices to suppress hand tremors for Parkinson's patients and creating steerable needles for surgical applications. Analysis of her recent publications (2022-2025) reveals a clear evolution from medical robotics (particularly steerable needles) toward more diverse applications including assistive and agricultural robotics. The newer publications increasingly incorporate advanced AI techniques like transformer models, large language models, and multimodal signal processing for human-robot interaction, with strong emphasis on practical implementation using ROS2, edge computing, and real-time control systems for applications where cloud connectivity may be limited. Scientific Recognition: Featured in RSIP Vision Magazine as a Woman in Science (January 2022) Featured in SWE's 'A Day in The Life of Robotics Engineer' blog (April 2022) Multiple features in university publications for steerable needle research (2018-2019) Wanda Munn Scholarship for outstanding academic achievement (2019) Top 0.2% in national university entrance exams in Iran (2006) Recent lab achievements including Midwest Robotics Workshop 2025 Travel Grant (2025) Dr. Babaiasl actively mentors students through her Mecharithm Lab at SLU, seeking those with robotics foundations, programming skills (particularly Python), and familiarity with ROS. She has successfully blended academic and entrepreneurial pursuits by founding Mecharithm in 2021, which generated $73,000 in its first year. Her mentorship philosophy emphasizes project-based learning, self-directed growth, and developing as an independent researcher. Leading the Mecharithm Lab, Dr. Babaiasl oversees research projects including WheelArm (enhancing independence in assistive robotic systems), multi-modal human intent recognition, and deploying large language models for intuitive human-robot interaction. Her lab comprises graduate and undergraduate students primarily from Mechanical Engineering and Computer Science backgrounds, working on meaningful projects that aim to leave a lasting legacy for society through robotics innovation.

Ivy WongView profile

Research Fellow

• Second Language Acquisition
• Cognitive Linguistics
• Applied Linguistics
• +3 more

Dr Ivy Wong serves as a Bowland Research Fellow at the Department of Education, University of York, while concurrently holding an Assistant Professor position at Hong Kong Shue Yan University (currently on sabbatical). Her research program centers on second language acquisition, specifically investigating how cognitive linguistics-inspired instruction enhances grammar learning through innovative digital tools and pedagogical frameworks. Her academic credentials include: PhD in Applied English Linguistics, The Chinese University of Hong Kong (2015-2018) MPhil in Applied English Linguistics, The Chinese University of Hong Kong (2013-2015) BA in English, The Chinese University of Hong Kong (2011-2013) Dr Wong's research bridges cognitive theory with practical language pedagogy, specializing in concept-driven grammar instruction for challenging structures like prepositions and conditionals. She pioneers computer-assisted methodologies using animated schematic diagrams and Bayesian statistical modeling to analyze individual learning trajectories. Her work emphasizes open science practices, with research materials publicly accessible via Gorilla platform. Recent publications reveal a methodological evolution toward Bayesian approaches in replication studies and neurocognitive investigations, while maintaining consistent focus on translating theoretical linguistics into classroom applications. Key themes include technology-enhanced grammar instruction, cross-linguistic influences on L2 acquisition, and evidence-based material development. Her scholarly recognition includes: Bowland Research Fellowship (2023-2025) Fulbright Visiting Scholar award (2017-2018) Dr Wong has secured substantial research funding including the SCOLAR Language Fund (£110,203; 2021-2023) for developing the English Preposition Tutor and the Bowland Fellowship for her current conditional acquisition project. Her teaching portfolio spans undergraduate modules in Psycholinguistics and Second Language Acquisition to postgraduate courses in Cognitive Linguistics, demonstrating comprehensive mentorship across academic levels. She actively contributes to the Centre for Advanced Studies in Language and Education (CASLE) at York, collaborating on interdisciplinary projects that integrate computational methods with language education research.

Amery WuView profile

Associate Professor

• Applied Statistical Modeling
• Psychometrics
• Educational Measurement
• +4 more

Amery Wu serves as Associate Professor and ECPS Graduate Advisor for Admissions and Scholarship at the University of British Columbia's Faculty of Education, specifically within the Department of Educational and Counselling Psychology, and Special Education. Based in Scarfe Library Block 287, Dr. Wu specializes in advanced quantitative methods for educational and psychological measurement. Dr. Wu's research focuses on applied statistical modeling in educational contexts, with particular expertise in test item performance analysis , globalization of testing through internet platforms , and longitudinal assessment methodologies . Their scholarly work bridges psychometrics with practical educational applications, examining how test design impacts diverse learner populations across international contexts. Key methodological contributions include innovations in mixed-effects modeling, differential item functioning analysis, and validation frameworks for complex assessment systems. Recent publications demonstrate a clear trajectory toward integrating response process data with performance outcomes , particularly through Bayesian modeling and advanced visualization techniques for online assessments. The research consistently addresses measurement challenges in high-stakes contexts including immigration language testing (CELPIP), health literacy instruments, and inclusive classroom models. Dr. Wu's work emphasizes the ecological validity of assessments within their sociocultural contexts. Teaching responsibilities include core methodology courses: EPSE 423 (Assessment of Classroom Learning), EPSE 481 (Introduction to Research in Education), EPSE 482 (Statistics for Educational Research), EPSE 483 (Reading Educational Research), and advanced graduate courses EPSE 592 (Experimental Designs) and EPSE 596 (Correlational Analysis). As Graduate Advisor for Admissions and Scholarship, Dr. Wu shapes the quantitative training of future educational researchers.

Alireza AhadiView profile

Part-Time Lecturer

• Data Science
• Machine Learning
• Educational Data Mining
• +9 more

Dr Alireza Ahadi is a PartTime Lecturer at the Faculty of Engineering & Information Technology , University of Technology Sydney. He holds a PhD in Data Analytics from UTS (2018) and has previously worked as a postdoctoral researcher at Macquarie University (2019-2022) focusing on skills analytics and educational data mining. Education: PhD in Data Analytics (UTS, 2018), Master of Information Technology Extended (UTS, 2013), Bachelor in Computer Science (UTS, 2010). Current Role: Teaching IT and Science subjects at UTS with expertise in databases, programming languages, and data science. Research Interests center on data-driven educational solutions , including text mining in education, skills gap analysis between academia and job markets, code comprehension studies, and miRNA regulation in cancer research. His work integrates machine learning with curriculum analytics to improve educational outcomes and workforce alignment. Recent publications (15 most) reveal trends in applying NLP to educational data, eye-tracking analysis for programming behavior, and skills analytics engines for curriculum-job market mapping. His 2022 article on skills gap identification using Burning Glass data highlights his focus on real-world educational impact. Teaching Experience includes coordination and lecturing in core subjects like Database Fundamentals, Programming Languages, and Data Structures at UTS. He also explores educational data mining , optimization of analytics engines , and recommendation system design in pedagogical contexts.

• Engineering Education
• Technology-Enhanced Learning
• AI in Education
• +6 more

Christian Stöhr is a Professor at Chalmers University of Technology's Department of Communication and Learning in Science. His research focuses on technology-enhanced learning in engineering education, including flipped and hybrid teaching methods, AI in education, and Massive Open Online Courses (MOOCs). He also investigates science communication and the role of knowledge in governance contexts. Current projects include Navigating Large Language Models , 4S , and ENHANCE collaborations. He supervises two PhD students and a post-doc, and serves as Director of Studies for the Graduate School 'Communication and Learning in STEM'. Research interests span engineering pedagogy, digital learning environments, interdisciplinary groupwork, and AI integration in education. His work bridges formal and informal learning, emphasizing sustainable educational practices. The 15 most recent articles (2025–2023) reflect trends in hybrid learning, AI chatbot usage, social regulation of learning, and MOOC development. Themes include pedagogical innovation, cross-cultural integration, and ethical implications of AI tools. Teaching includes CLS905 'Supervising Research Students' and leadership in interdisciplinary PBL across Nordic institutions. His projects involve collaborations with European Commission, VINNOVA, and EIT, focusing on mechanical engineering labs, nuclear safety courses, and teacher development in AI/MOOC design.

David CooperView profile

Professor

• Czech literature
• Forgery and mystification
• History of translation
• +5 more

David Cooper is Professor and Head of Slavic Languages and Literatures at the University of Illinois Urbana-Champaign, with concurrent appointments in the School of Literatures, Cultures and Linguistics, Program in Medieval Studies, European Union Center, Russian, East European and Eurasian Center, and National Center for Supercomputing Applications (NCSA). His institutional leadership spans multiple interdisciplinary centers focused on global Slavic studies. Cooper's research centers on Czech and Russian literary traditions with specialized focus on forgery/mystification, translation history, and literary nationalism. His scholarship examines how 19th-century manuscript forgeries shaped national identities, particularly through analysis of the Kralovedvorsky and Zelenohorsky manuscripts. Teaching portfolio includes Slavic Folklore (SLAV 525), History of Translation (SLAV 430), and Post-communist Fiction (SLAV 477), reflecting his dual expertise in historical and contemporary Slavic cultural production. Recent publications demonstrate consistent engagement with textual authenticity and national myth-making, evolving from early work on Russian criticism (2007-2008) to comprehensive studies of Czech manuscript forgeries (2018-2023). His research trajectory reveals increasing methodological sophistication in connecting translation theory with nationalist discourse across Central and Eastern European contexts. Scientific recognition includes: Faculty Fellow, National Center for Supercomputing Applications (2020) Title VIII National Research Competition Grant, National Council for Eurasian and East European Research As department head, Cooper oversees academic programming while maintaining active research collaborations through NCSA and area studies centers. His grant portfolio indicates sustained funding for Eurasian scholarship, though specific student mentorship details aren't documented in source materials. Institutional affiliations demonstrate deep integration within UIUC's global studies infrastructure.

Petra MagnussonView profile

Associate Professor

• Digital Education
• Multimodal Learning
• Curriculum Development
• +5 more

Petra Magnusson is an Associate Professor at the Faculty of Education , Kristianstad University , specializing in the teaching and learning of Swedish . She is a Merited Teacher and leads projects like SKRUViS and EQUITÉ , focusing on digital technology's impact on education. Research Focus : Digital education, multimodal learning, curriculum development, and fiction's role in schools. Collaboration : Active in networks such as TIMDA (Texts, Information and Multimodality in the Digital Age) and supervises doctoral students Kristian Blomberg Kjellström and Emma Björemark . Awards : Recognized as a Merited Teacher . Teaching : Trains teachers in Swedish language instruction and has extensive experience in secondary and upper secondary schools.

Maria KuteevaView profile

Professor

• English-medium education
• Multilingual university settings
• Academic discourse
• +7 more

Maria Kuteeva is a Professor at the Department of English, Stockholm University, where she has been working since 2008. She played a significant role in establishing the Centre for Academic English at Stockholm University, where she served as director from 2010 to 2017. Her career includes visiting researcher positions at the University of Wisconsin, Madison (2013) and the University of Helsinki (2018), as well as an Erik Allardt research fellowship at the Helsinki Collegium for Advanced Studies (2021). Maria Kuteeva's research focuses on the use of English in multilingual university settings, including English-medium education (EME/EMI), writing for publication, and the impact of digital technologies on academic discourse. She has made significant contributions to understanding the tensions between English and multilingualism in academic contexts, particularly in Sweden. Her work has been published in top international peer-reviewed journals such as Applied Linguistics, English for Specific Purposes, Journal of English for Academic Purposes, Discourse, Context & Media, Higher Education, and Journal of Multilingual and Multicultural Development. Professor Kuteeva has an impressive record of publications that examine the complex relationship between English and multilingualism in academia. Her book Tension-filled English at the multilingual university: A Bakhtinian perspective (2023, Multilingual Matters) explores the emotional and practical challenges of English use in non-anglophone academic environments. She has also co-edited important publications on language perceptions and practices in multilingual universities. Among her notable achievements, Maria Kuteeva has been recognized in the Stanford/Elsevier World's 2% Most-Cited Scientists ranking in 2022, 2023, and 2024. She serves on editorial boards of leading journals including Applied Linguistics, Journal of English for Academic Purposes, Journal of English for Research Publication Purposes, and the open access peer-reviewed series "Stockholm English Studies." Together with Ruth Breeze, she is co-editor-in-chief of Ibérica: Journal of the European Association of Languages for Specific Purposes. Maria Kuteeva has supervised research projects across multiple domains including discourse analysis, pragmatics, sociolinguistics, language teaching and learning, and other areas of English linguistics. She currently teaches and coordinates the "Dynamics of Multilingualism" course for the Faculty of Humanities Doctoral School at Stockholm University, as well as other courses on Discourse Analysis, English and Multilingualism, Syntax, Language for Specific Purposes, and English for Academic Research.