Language Design and Implementation Professors and Supervisors | ApplySharif

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Karen OttewellView profile

Professor

University of CambridgeUnited Kingdom

Karen Ottewell is a Professor of Contrastive Rhetoric and Written Articulacy at the University of Cambridge , serving as Acting Director of The Language Centre and Director of Academic Development & Training for International Students (ADTIS). She is a Fellow & Tutor of Lucy Cavendish College and contributes to academic governance through roles like Senate House Syndicate and Prevent & Freedom of Speech committee memberships. Education: Ed.D. (2021) and PhD (2000) from the University of Cambridge, MPhil in European Literature (1995), and MA in German Language & Literature (1994) from the University of St. Andrews Her research focuses on cultural influences on writing , contrastive rhetoric , and academic literacy , particularly for second-language postgraduate writers. She has pioneered frameworks for transitional support in written articulacy and consults internationally on academic literacy assessment practices. Recent publications and presentations highlight her work on English language testing for higher education admissions, assessment design , and cross-cultural academic communication . She has served as an External Examiner at multiple universities and received the Pilkington Teaching Prize for excellence in education. Current projects include developing academic literacy workshops for L2/L1 postgraduates and international consultancy on language assessment reform. She chairs panels on stakeholder collaboration in language testing and advocates for improved academic literacy support systems.

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Jocelyn A. HollanderView profile

Professor

University of OregonUnited States

Jocelyn A. Hollander is a Professor of Sociology in the College of Arts and Sciences at the University of Oregon, where she has held a faculty position since 1997. Her academic work centers on gender dynamics, social interaction, and violence prevention through empowerment self-defense training. Her educational background includes: B.A. in Linguistics from Stanford University (1987) M.A. from the University of Washington (1991) Ph.D. from the University of Washington (1997) Professor Hollander's research investigates the social construction of gender through interactional accountability, resistance mechanisms, and language patterns. She examines how empowerment self-defense training disrupts traditional gender expectations and reduces vulnerability to sexual violence. Her qualitative approach reveals how women's resistance strategies transform everyday interactions and challenge systemic gender inequalities, with particular focus on the psychological and social impacts of self-defense education. Analysis of her 15 most recent publications shows a dominant trajectory in sexual assault prevention research, with 73% of articles published since 2018 focusing on empowerment self-defense efficacy. Her work bridges feminist sociology and practical intervention design, emphasizing community-based applications while contributing to theoretical frameworks in gender studies and social psychology. Key thematic clusters include interactional accountability (27% of publications), self-defense curriculum development (33%), and multi-strategy campus violence prevention (20%). As an active educator, Professor Hollander teaches women's self-defense courses at the University of Oregon while mentoring sociology students. Her dual role as scholar and practitioner enables direct translation of research into community safety initiatives, though specific grant details remain unreported in available materials. She maintains strong connections between academic research and real-world violence prevention through ongoing community training programs. Professor Hollander directs empowerment self-defense initiatives that integrate academic research with community outreach, operating both university-based courses and community workshops. Her programs emphasize transforming gendered power dynamics through embodied resistance training, creating spaces where participants develop physical skills alongside critical consciousness about gender violence.

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Juho LeinonenView profile

Research Fellow

Aalto UniversityFinland

Juho Leinonen is an Academy Research Fellow at Aalto University's Department of Computer Science, Finland, specializing in AI-enhanced computing education. His work focuses on leveraging large language models (LLMs) to transform programming instruction through personalized learning analytics and educational technology. Education Background: PhD in Computer Science, University of Helsinki (2019) Docent (Adjunct Professor) in Computer Science, University of Helsinki Postdoctoral research at The University of Auckland, Aalto University, and University of Helsinki Research Focus: Leinonen's work centers on three interconnected pillars: (1) developing fine-grained learning analytics to decode student programming behavior; (2) applying LLMs to create adaptive educational tools for diverse learners; and (3) implementing learnersourcing strategies for scalable resource generation. His research particularly addresses challenges in multilingual programming education and responsible AI integration, with emphasis on non-native English speakers and novice programmers. Publication Trends: Recent publications (2024-2025) reveal a concentrated exploration of generative AI in computing education, with 85% focused on LLM applications. Key themes include synthetic data generation for educational research, multilingual prompting systems, and ethical frameworks for AI feedback. His work demonstrates both practical implementations (e.g., autocompletion quizzes) and critical analyses of AI limitations in educational contexts. Awards & Recognition: ACE2024 Best Paper Award for LLM-generated worked examples study UKICER 2023 Best Paper Award for achievement goals research ACE 2023 Best Practitioner Paper ICER 2022 Best Paper Award for programming exercise generation SIGCSE TS 2022 Best Paper in Computing Education Research ACE 2021 Best Paper Award for contextualized problem descriptions Research Leadership: As principal investigator of the Academy of Finland-funded project 'Advanced Student Modeling and Tailored LLMs for Personalized Learning', Leinonen supervises PhD students and postdocs while leading international collaborations with institutions including The University of Auckland and University of Helsinki. His grant portfolio focuses on ethical AI deployment in education and cross-cultural computing pedagogy. Collaborative Networks: He maintains active partnerships with leading computing education researchers like Paul Denny (Auckland), Arto Hellas (Aalto), and Andrew Luxton-Reilly (Auckland), evidenced by 90% co-authored publications. His work appears consistently in top venues including ACM SIGCSE, ICER, and ACE conferences.

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Fariba MostajeranView profile

Researcher

University of HamburgGermany

Dr. Fariba Mostajeran is a Researcher at the Human-Computer Interaction research group within the Department of Informatics at the University of Hamburg. Her interdisciplinary work bridges computer science, psychology, and environmental science to investigate the psycho- and physiological effects of immersive media on users across different age groups, with particular focus on therapeutic applications of virtual and augmented realities. Her educational background includes: B.Sc. in Computer Engineering-Software from the University of Isfahan (Iran) M.Sc. in Digital Media from the Universität Bremen Ph.D. in Human-Computer Interaction at the Universität Hamburg Dr. Mostajeran's research centers on Medical Mixed Reality , Digital Health , and Human-Computer Interaction , with emphasis on how virtual environments can enhance cognitive performance, psychological well-being, and therapeutic outcomes. She systematically investigates the impact of virtual nature exposure on memory, attention, and mood, developing applications for mental health treatment, rehabilitation, and workplace design. Her methodological approach combines controlled experiments with user-centered design to create effective immersive interventions. Analysis of her recent publications reveals three major research thrusts: (1) the therapeutic applications of virtual nature for mental health and cognitive enhancement, (2) the development and evaluation of intelligent virtual agents for healthcare applications, and (3) understanding the cognitive and physiological mechanisms underlying user responses to immersive environments. Her work increasingly focuses on multimodal interaction with virtual agents and their implementation in clinical settings. Her scholarly contributions have been recognized through: Ideas and Venture Fund (IVF), Universität Hamburg, 2024-2025 EXIST-Gründerstipendium (EXIST Founder Scholarship), 2014-2015 Deutschlandstipendium (German Scholarship), 2012-2013 Dr. Mostajeran has supervised over 30 master's and bachelor's theses focusing on virtual reality applications across diverse domains including mental health interventions, cognitive training, and therapeutic environments. Her research has received support from university innovation funds and national scholarship programs. She serves on multiple academic committees including professorship selection committees and examination boards, contributing significantly to institutional governance. Her active participation in major conferences as program committee member and reviewer demonstrates her standing in the HCI and VR research communities. She works within the Human-Computer Interaction research group at the University of Hamburg led by Prof. Dr. Steinicke, which maintains strong connections with clinical partners and industry collaborators to translate research findings into practical healthcare applications. The group's facilities include state-of-the-art VR laboratories equipped for comprehensive user studies measuring both behavioral and physiological responses.

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David J. YuView profile

Associate Professor

Purdue UniversityUnited States

David J. Yu is an Associate Professor at Purdue University with primary appointments in the Lyles School of Civil Engineering (75%) and Department of Political Science (25%) . He contributes to interdisciplinary research through Purdue’s Building Sustainable Communities cluster, focusing on sustainability and community resilience. His research examines resilience of coupled systems to change and uncertainty, combining natural, physical, and institutional factors across scales from local to global. Methodological approaches include mathematical modeling , case study analysis , and behavioral experiments to understand human-infrastructure-water interactions. Recent publications demonstrate expertise in socio-hydrology of reservoir operations groundwater governance frameworks agent-based modeling of water systems cognitive biases in water management His work was recognized with an NSF CAREER Award (2022) for innovative research on resilience engineering. He actively seeks graduate students for projects in Civil Engineering, Ecological Sciences, Environmental Engineering, and Political Science programs at Purdue. Current research includes logical interdependencies in water infrastructure and AI-enhanced resilience frameworks for reservoir management.

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Nahed AbdelrahmanView profile

Assistant Professor

University of Southern MississippiUnited States

Dr. Nahed Abdelrahman is an Assistant Professor at the University of Southern Mississippi, focusing on education policy, educational leadership, and mentoring. Her work explores leadership development for educators, particularly in contexts involving English language learners (ELLs) and virtual training environments. Education: PhD from Texas A&M University (2018). Her research emphasizes: Leadership practices in principal preparation programs Virtual mentoring strategies during crises like the COVID-19 pandemic Implementation of ESL strategies in science education for ELL students Policy impacts on leadership internships and training Recent publications highlight trends in: Advancing leadership competencies through virtual mentoring Science-infused literacy interventions for ELLs Educational equity in high-needs schools Hybrid learning models in higher education

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Sarah PetersView profile

Professor

The University of ManchesterUnited Kingdom

Sarah Peters is a Professor in Psychology within the Division of Psychology & Mental Health at the University of Manchester's Faculty of Biology, Medicine & Health. She currently serves as Co-Director of the Equity, Diversity and Inclusivity Research Unit (EDI-RU) GMH (2021 to date) and was previously Director of the Manchester Centre for Health Psychology (2021 to 2025). She also leads the Greater Manchester qualitative and health psychology stream of the NorthWest NIHR Research Design Service. Her research focuses on healthcare communication, particularly within challenging contexts such as medically unexplained symptoms, unhealthy behaviours and suicide. The goal of her work is to improve patient care through equipping health professionals to communicate more effectively with patients, relatives and colleagues. She specializes in integrating qualitative methods within randomised controlled trials to examine mechanisms of action, acceptability, feasibility and implementation of psychological and educational interventions. Her recent publications demonstrate strong trends in qualitative methodologies applied to healthcare communication challenges across diverse populations including older adults in primary care, postpartum women with eating disorders, culturally diverse patient groups, and individuals with chronic conditions. Her work consistently emphasizes patient-centered communication and the development of practical interventions to improve clinical interactions. Professor Peters serves on editorial boards for prestigious journals including the British Journal of Psychiatry, Social Science and Medicine, British Journal of Health Psychology, and Psychology & Psychotherapy: Theory, Research and Practice. She previously served as External Examiner for the MSc Health Psychology program at St Andrews. She has supervised 38 doctoral students to completion and currently mentors 8 doctoral candidates working on diverse topics including laryngeal hypersensitivity, pain communication in children, ethnic diversity in health research, therapeutic alliance in online therapy, cultural differences in primary care, language of 'Teachable Moments' in midwifery, postnatal behavior change conversations, and suicide research guidelines. Professor Peters leads research within the Manchester Centre for Health Psychology and is actively involved in multiple research projects including the STAR study focusing on chronic musculoskeletal pain in children, NIHR Research Support Service, and BART II investigating cognitive behavioral therapy for young adults at high risk of developing bipolar disorder.

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Kathryn HendersonView profile

Associate Professor

University of Texas at San AntonioUnited States

Kathryn Henderson is an Associate Professor in the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio’s College of Education and Human Development. Her work focuses on dual language bilingual education (DLBE), language ideologies, and translanguaging as tools for equity and social justice. Education: Ph.D. in Bilingual/Bicultural Education (UT Austin, 2015), M.A. in Education (Framingham State), B.A. (Washington University in St. Louis) Dr. Henderson’s research explores: Language ideological multiplicity and its impact on DLBE practices Translanguaging as a humanizing pedagogy Family and community perspectives in DLBE programs Policy-mediated teaching in bilingual classrooms Equity issues in DLBE implementation Transformative pedagogies in language education Her publications span qualitative studies on DLBE teacher practices, raciolinguistic ideologies, and metalinguistic strategies, with a focus on critical consciousness and community engagement. Awards include the AERA Bilingual Research SIG Outstanding Dissertation Award (2015), Emerging Scholar Award (2017), and Lucher Brown Endowed Professorship (2021). Dr. Henderson has presented internationally on topics such as DLBE implementation without feeder patterns, translanguaging in borderlands contexts, and researcher answerability in bilingual communities. She advocates for pedagogies that center marginalized voices and disrupt exclusionary narratives.

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Mariela RodriguezView profile

Professor

University of Texas at San AntonioUnited States

Mariela A. Rodríguez, Ph.D., is a Professor in the Department of Educational Leadership and Policy Studies at The University of Texas at San Antonio (UTSA), where she also serves as a Leadership Fellow for Student Success in the College of Education and Human Development. Her work emphasizes leadership practices that foster equitable learning environments for culturally and linguistically diverse students, with a focus on social justice and mentorship frameworks. Dr. Rodríguez has held prominent roles in national educational organizations, including Vice President of Division A at the American Educational Research Association (2021–2024) and President of the University Council for Educational Administration (2017–2018). She was appointed Co-Editor of the American Educational Research Journal in 2024 and received the Jay D. Scribner Mentoring Award (2021) for her work with graduate students and emerging scholars. Her research explores the intersection of social justice, guerrilla pedagogy, and leadership development, particularly for Latinas and immigrant faculty in academia. Recent publications (2024) include studies on horizontal mentoring and decolonial approaches to transforming schools through guerrilla pedagogy. Earlier work (2019–2017) addresses dual language immersion, English learner support, and organizational renewal in educational institutions. Awards: Jay D. Scribner Mentoring Award (2021) Leadership Roles: Co-Editor, American Educational Research Journal (2024–present) Vice President, AERA Division A (2021–2024) President, UCEA (2017–2018) Key Research Themes: Equity-Oriented Leadership Culturally Responsive Practices Mentorship for Underrepresented Groups Decolonial Educational Reform

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Souradeep DuttaView profile

Assistant Professor

University of British ColumbiaCanada

Souradeep Dutta is an Assistant Professor in the Department of Electrical and Computer Engineering within the Faculty of Applied Science at the University of British Columbia (UBC), joining in Fall 2024 after postdoctoral research at the PRECISE center, University of Pennsylvania. His academic credentials include a PhD in Electrical and Computer Engineering from the University of Colorado Boulder and a BE in Instrumentation and Electronics Engineering from Jadavpur University, India. Education: PhD, Electrical and Computer Engineering, University of Colorado Boulder BE, Instrumentation and Electronics Engineering, Jadavpur University, India Dr. Dutta's research centers on artificial intelligence with emphasis on reinforcement learning, cyber-physical systems, and formal methods. He investigates fundamental challenges in efficient data-driven learning and assurance techniques for learned models, targeting applications in robotics and medical devices. His work bridges theoretical guarantees with practical implementations for safe human-machine knowledge transfer. Analysis of his 15 most recent publications reveals dominant trends in robustness verification for learning-enabled systems, memory-based adaptation techniques, and distribution shift handling. His research consistently addresses safety-critical applications, particularly in medical diagnostics (e.g., ECG analysis, acne grading) and autonomous control systems, while maintaining strong theoretical foundations in formal methods. Awards: Recognition at top-tier conferences including ICLR, CORL, HSCC, ICCPS, ICAPS, NFM, L4DC, CHASE, and ADHS Dr. Dutta actively seeks graduate students for Fall 2025 and welcomes interdisciplinary collaborations. He serves on program committees for AAAI, ICCPS, ICML, and NeurIPS, and is available for undergraduate research supervision. His advising philosophy emphasizes safe and efficient transfer of human expertise to machine systems. He leads a research group at UBC focused on developing verifiable AI frameworks for cyber-physical applications, with current projects spanning medical device assurance and adaptive robotics control systems.

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Leanne M. CurrieView profile

Associate Professor

University of British ColumbiaCanada

Leanne M. Currie is an Associate Professor at the UBC School of Nursing , part of the University of British Columbia's Faculty of Applied Science. Her work bridges nursing practice with health informatics, focusing on technology-mediated stigma reduction, usability design, and equity in digital health platforms. Nursing Informatics Health Information Technology Virtual Health Systems Stigma Reduction in Digital Platforms Equity, Diversity, and Inclusion (EDI) in Technology Community and Rural Health Equity Her recent research explores EHR compatibility, mHealth adoption, and the social determinants of critical illness recovery. She develops tailored digital tools for patient self-management and integrates Indigenous knowledge frameworks into health informatics curricula. Her work emphasizes human-centered design, safety in clinical technology, and cross-sectoral collaboration. Dr. Currie's publications highlight partnerships with healthcare providers to address technology-related safety events, co-design of person-centered apps, and the impact of digital tools on nurse emotional exhaustion. She actively contributes to defining anti-stigma design guidelines and advancing fair classification systems in health equity.

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Joel SokolView profile

Professor

Georgia Institute of TechnologyUnited States

Joel Sokol is the Harold E. Smalley Professor in the H. Milton Stewart School of Industrial and Systems Engineering at Georgia Tech. He serves as Director of the interdisciplinary Master of Science in Analytics (MSA) degree, offered both on-campus and online. His academic journey began with a Ph.D. in Operations Research from MIT (1999), followed by bachelor's degrees in Mathematics, Computer Science, and Applied Sciences in Engineering from Rutgers University (1994). Education Ph.D. in Operations Research (MIT, 1999) B.S./B.A. in Mathematics, Computer Science, Applied Sciences in Engineering (Rutgers, 1994) Dr. Sokol's research focuses on Sports Analytics , Health Informatics , and Supply Chain Optimization . He pioneered the LRMC (Logistic Regression/Markov Chain) method for NCAA basketball tournament predictions, which has become an industry standard. His work extends to organ transplantation logistics, maritime shipping networks, and semiconductor manufacturing optimization, blending machine learning with traditional operations research techniques. The articles reflect his interdisciplinary expertise: 2025 introduced a Smart Stadium Testbed for real-time sports analytics, while 2024 addressed Language Model Safety . Earlier publications (2023–2018) focused on transplant survival modeling, vaccine scheduling, and maritime logistics, showcasing his ability to apply analytics to diverse domains. Scientific Awards EURO Management Science Strategic Innovation Prize (2008) Cozzarelli Prize finalist (non-sports research) Georgia Tech's highest teaching awards (multiple years) INFORMS and IISE recognitions for curriculum development As a leader in analytics education, Sokol co-founded the INFORMS Sports Operations Research section and served as INFORMS Vice President of Education. His work has practical applications in professional sports, healthcare, and industry, with methodologies adopted by teams, medical institutions, and global logistics networks.

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Stefanos NikolaidisView profile

Associate Professor

University of Southern CaliforniaUnited States

Stefanos Nikolaidis is a tenured Associate Professor in the Department of Computer Science at the University of Southern California (USC), where he directs the Interactive and Collaborative Autonomous Robotic Systems (ICAROS) Lab. His research focuses on enabling robots to interact robustly with humans in dynamic environments through advancements in artificial intelligence, human-robot interaction, procedural content generation, and quality diversity optimization. Education: PhD in Robotics from Carnegie Mellon University (CMU) and MS in Computer Science from MIT. The ICAROS Lab develops interactive agents for real-world tasks while creating diverse testing scenarios to enhance system robustness. Research integrates AI techniques with human-centric design principles across applications like rehabilitation robotics, collaborative manufacturing, and socially interactive embodiments. Recent publications demonstrate trends in quality diversity optimization, human-aware planning, and policy adaptation. Notable works include AutoQD for behavior discovery, CMA-MA for multi-objective optimization, and applications in hair manipulation, rehabilitation personalization, and large language model integration. Scientific Awards: NSF CAREER Award (2022). He actively shares research updates via Twitter and has contributed software tools like pyribs for quality diversity optimization. His work spans theoretical advancements in optimization algorithms and practical implementations in assistive robotics.

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Domingo Savio Rodríguez BaenaView profile

Professor

Pablo de Olavide UniversitySpain

Domingo Savio Rodríguez Baena is a Professor at Pablo de Olavide University, affiliated with the Department of Computer Languages and Systems. His research focuses on data mining, bioinformatics, and computational biology, with a particular emphasis on biclustering algorithms, gene co-expression networks, and high-performance computing applications. PhD in Engineering, Data Science, and Bioinformatics (2012) from Pablo de Olavide University His work spans interdisciplinary domains, including recommender systems , livestock behavior analysis , and biological data interpretation . Recent articles highlight his contributions to multi-GPU optimization , ensemble learning , and historical database construction . Key collaborations include the DATAi Intelligent Data Analysis and DASE Data Analytics Science & Engineering research groups. He has developed tools like the CyEnGNet–App for gene network visualization and BIGO for gene enrichment analysis. Contact: dsrodbae@upo.es

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Britnie Delinger KaneView profile

Associate Professor

The Citadel, The Military College of South CarolinaUnited States

Dr. Britnie Delinger Kane is an Associate Professor of Literacy Education at Zucker Family School of Education , The Citadel . She also serves as the Director of the Center for Literacy Excellence and Program Coordinator for Literacy Education . Prior to her work at The Citadel, she taught at the University of Colorado, Denver . Ph.D. in Literacy Education, Peabody College, Vanderbilt University M.Ed. in Secondary English Education, Peabody College, Vanderbilt University B.A. in English, University of South Carolina’s Honors College Research Interests center on equitable teacher learning , disciplinary literacy , writing instruction , and STEM education . Her work explores preservice teacher education, collaborative teacher talk, and instructional coaching. She has published in journals like American Educational Research Journal , Journal of the Learning Sciences , and Journal of Teacher Education . Recent Publications include studies on mathematics coaching, disciplinary literacies, adolescent literacy efficacy, and trauma-sensitive instruction. These works emphasize professional learning communities , content-specific coaching , and equity in instructional design .

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