Find Academic Supervisors

Douglas K. HartmanView profile

Professor

• Educational Technology
• Learning Technologies
• Human Learning
• +3 more

Douglas K. Hartman is a Professor in the Department of Teacher Education at Michigan State University (MSU) , with a joint appointment in Educational Psychology and Educational Technology. He holds a Ph.D. from the University of Illinois Urbana-Champaign. His research focuses on the application of technologies to enhance human learning across diverse contexts, including schools, communities, workplaces, and sports. Hartman’s work bridges educational theory and practice, emphasizing innovation in teaching methodologies and digital literacy. His research interests span educational technology , new literacies , and technology integration in learning environments. He has contributed to understanding how digital tools impact early childhood education, teacher professional development, and global educational policies. His recent studies explore AI applications in literacy assessment and generative AI’s role in artistic disciplines. Key themes in his publications include cross-cultural educational collaboration (e.g., CLIL approaches in EMI contexts), early literacy development, and teacher roles in online learning. While no awards are explicitly noted, his extensive scholarly output reflects sustained contributions to educational innovation. Hartman’s affiliation with MSU’s College of Education positions him at the forefront of interdisciplinary research, though specific grants or labs are not detailed in the provided texts. He maintains an active research agenda addressing 21st-century challenges in education through technology-driven solutions.

Christian UnkelbachView profile

Professor

• Social Cognition
• Evaluative Judgments
• Information Ecologies
• +6 more

Christian Unkelbach is Professor of Social Psychology at the Department of Psychology, Faculty of Humanities, University of Cologne, where he leads the Unkelbach Group. His research spans multiple domains of social and cognitive psychology with significant contributions to understanding evaluative processes. His primary research interests include Social Cognition, Evaluative Judgments, Information Ecologies, Stereotypes and Prejudice, Evaluative Learning, Fluency Effects, and Sport Psychology. Unkelbach's work examines how humans process evaluative information in social contexts, with particular focus on the truth-by-repetition effect , evaluative conditioning , and cognitive ecological frameworks that explain why certain information patterns dominate social cognition. His research demonstrates how repetition increases belief in information , how attributes become associated through mere pairings , and why positive information is processed more efficiently than negative information. Analysis of his recent publications reveals a consistent trajectory examining the relativity of social cognition , truth effects across contexts , and metacognitive awareness of cognitive biases . His work increasingly integrates cross-linguistic perspectives and examines real-world applications in media consumption and social judgment. Honorary Doctorate from UCLouvain (2025) ISCON Best Paper Award 2020 Speaker of DFG Research Unit FOR2150 'Relativity in Social Cognition' (2017-2021) Emmy Noether Research Grant (DFG, 2009-2013) Feodor Lynen Research Scholarship (Alexander von Humboldt Foundation) Fulbright Scholarship Unkelbach has advised numerous doctoral researchers including Andreas Miculka, Anne Irena Weitzel, Felix Speckmann, Lea Sperlich, and Tabea Zorn. His research group has secured multiple C-SEB grants for projects examining social cognition phenomena. The Unkelbach Group maintains active collaborations with international researchers across Europe and North America, with recent work funded through the DFG Research Unit on Relativity in Social Cognition. The Unkelbach Group laboratory at Richard-Strauss-Str. 2 in Cologne comprises postdoctoral researchers, doctoral candidates, and student assistants working on experimental paradigms examining evaluative learning, truth effects, and social judgment processes. Current projects investigate cross-linguistic truth effects, metacognitive monitoring of repetition effects, and ecological validity in social cognition frameworks.

Bogusława WhyattView profile

Professor

• Psycholinguistics
• Translation Studies
• Translation Process Research
• +5 more

Bogusława Whyatt is a Professor at the Faculty of English, Adam Mickiewicz University, Poznań. She holds a D.Litt. in linguistics (2014), Ph.D. in English (2000), and MA in English (1992) from Poznań institutions. Her academic profile spans psycholinguistics, translation studies, and cognitive approaches to translation processes. Key research themes include: Translation process dynamics and directionality effects Eye-tracking applications in translation reception studies Development of translation competence and pedagogy Psycholinguistic analysis of language processing Metacognitive skill transfer between translation and paraphrasing Recent publications focus on cognitive effort metrics, directionality impacts, and empirical methodologies combining eye-tracking and key-logging data. She leads major projects like Read Me (2021-2025) and EDiT (2016-2019), examining translated text reception and translation directionality respectively. Scientific honors include three consecutive Adam Mickiewicz University Rector's Awards for Organizational Excellence (2018, 2023, 2024). She supervises PhD research in translation cognition and has mentored four doctoral candidates to completion. Active in professional networks like the MC2 Lab and TREC consortium, she contributes to cognitive translation studies through methodological innovations and international conference organization. Her methodological expertise includes psychometrics, EEG research, and ATLAS.ti data analysis tools.

• Political Science
• Middle Eastern Studies
• Islamic Studies
• +3 more

Stéphane Lacroix is an Associate Professor of Political Science at Sciences Po and a permanent researcher at the Centre for International Research (CERI). He serves as co-director of Sciences Po's Chair of Religious Studies. An Arabist specializing in the Middle East, Lacroix holds fluency in five languages: French (mother tongue), English, Arabic, Spanish, and functional Russian/German. His research focuses on religious politics in the Arab world, particularly examining Salafism, Islamic movements, and state-religion dynamics in Saudi Arabia and Egypt. Key themes include revolutionary Islamism, religious dissent, and political transitions following the Arab Uprisings. His methodological approach combines extensive field research with historical and political analysis. Lacroix's publications reveal consistent scholarly engagement with Middle Eastern religious politics across three decades. His work demonstrates evolving focus from Saudi Islamism (2010-2011) to Egyptian revolutionary dynamics (2015-2018), culminating in contemporary analyses of Salafism (2024). The publications show increasing interdisciplinary scope, integrating political science, religious studies, and security perspectives. Lacroix teaches graduate courses including: The Dynamics of Religion in the Contemporary World Islam and Politics in a Changing Middle East States and Social Transformation in the Arab World States and Societies in the Arab World Research Training Workshop on the Middle East As a core CERI researcher, Lacroix contributes to the center's mission of interdisciplinary international research. His leadership in the Chair of Religious Studies shapes academic discourse on religion's political dimensions. While specific grant details aren't public, his co-edited volumes with Cambridge University Press and Harvard University Press indicate significant research funding support.

Candace Kaleimamoowahinekapu GallaView profile

Associate Professor

• Indigenous Language Revitalization and Reclamation
• Indigenous Literacy and Education
• Decolonizing Methodologies
• +5 more

Candace Kaleimamoowahinekapu Galla is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education, with a cross-appointment in the Institute for Critical Indigenous Studies within the Faculty of Arts. Her work centers on Indigenous language revitalization, decolonizing methodologies, and the integration of digital technology in language education and cultural practices, grounded in her Kanaka Hawaiʻi identity and commitment to community-centered approaches. Her educational background includes a B.A. in Linguistics, M.A. in Native American Linguistics, and Ph.D. in Language, Reading and Culture from the University of Arizona, preceded by secondary education at Kamehameha Schools Kapālama. She previously served as Program Coordinator for the American Indian Language Development Institute and as a Visiting Assistant Professor at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, University of Hawaiʻi Hilo. Galla's research focuses on Indigenous Language Revitalization and Reclamation, Indigenous Literacy and Education, Decolonizing Pedagogies, and the role of digital technology in language preservation, emphasizing community-driven frameworks and traditional cultural practices like hula. Her scholarship bridges academic rigor with community engagement to support Indigenous well-being through language reclamation. Her recent publications (2023-2025) demonstrate a cohesive trajectory exploring community-centered language revitalization, relational accountability to Indigenous languages, and innovative pedagogical materials. She examines the intersection of language, technology, and cultural practices while advocating for systemic decolonization within academic institutions to create space for Indigenous knowledge systems. Galla has secured funding for significant projects including 'Building Indigenous Language Teacher Proficiency and Fluency for Hawaiian and CHamoru Language Medium Education' and 'Digital Technology Use for First Nations Language Education and Revitalization in British Columbia.' She actively organizes community events such as the 'Living Our Indigenous Languages' workshops at UBC's First Nations Longhouse, fostering collaboration between language advocates, educators, and community members. She maintains strong connections with the First Nations and Endangered Languages Program at UBC and continues collaborative work with the American Indian Language Development Institute, demonstrating sustained commitment to Indigenous language communities across North America and the Pacific.

Susan FussellView profile

Professor

• Computer-Mediated Communication
• Intercultural Communication
• Human-Computer Interaction
• +5 more

Susan Fussell is a Professor at Cornell University in both the Department of Communication and Department of Information Science. She received her Ph.D. in psychology from Columbia University and directs graduate studies in Communication. Key research areas: Computer-Mediated Communication, Intercultural Communication, Human-Computer Interaction, Multilingual Collaboration, and Collaborative Intelligence Analysis. Teaching focus: Theories of communication, research methods in social computing, and behavioral foundations of technology. Her publications from 2015-2025 reveal trends in cross-cultural communication technology , AI-mediated interaction , and collaborative problem-solving . Scientific awards include NSF grants #1025425, #1318899, #1314778 Google Faculty Gift She advises students like Nanyi Bi, Ge Gao, and Bin Xu. Notable collaborations include work with Claire Cardie, Sara Kiesler, and Dan Cosley. Projects include Tools for multilingual collaboration Energy conservation through social computing Telepresence robotics and human-robot interaction Contact: 226 Gates Hall, Ithaca, NY 14853 | sfussell@cornell.edu

Saeed Karimi Aghdam OrdaklouView profile

Associate Professor

• Cultural-Historical Psychology
• Second Language Acquisition
• TESOL
• +8 more

Dr. Saeed Karimi Aghdam Ordaklou is an Associate Professor of English Language and Didactics at the Faculty of Education and Arts, Nord University, Norway. His academic career is rooted in applied linguistics, with a focus on second language acquisition, educational psychology, and dynamic systems theory. PhD in Applied Linguistics (Second Language Acquisition), University of Jyväskylä, Finland MA in English Language Teaching, Azarbaijan Shahid Madani University, Iran B.A. in English Language & Literature, University of Tabriz, Iran Professional Teacher Education, JAMK University of Applied Sciences, Finland His research synthesizes Vygotsky’s cultural-historical psychology, dynamic systems theory, and dialectical frameworks to explore second language development in sociocultural contexts. Key themes include L2 writing, complexity-accuracy-fluency dynamics, and interdisciplinary theoretical integration. Recent publications emphasize dynamic systems theory applications, digital mediation in multilingual writing, and the sociocultural dimensions of language learning. He has also guest-edited special issues addressing theoretical dialogues in applied linguistics. Dr. Karimi Aghdam has taught in Iran, Finland, and Norway, and holds teaching qualifications from the UK, Finland, and Norway. He actively collaborates with international scholars and has held visiting researcher roles at UC San Diego, Penn State, and the University of Southern Denmark.

• Translation Studies
• Cognitive Translation
• Emotion in Translation
• +4 more

Beatriz Naranjo Sanchez is a researcher at the University of Murcia, Spain, currently affiliated with the Translation, Didactics and Cognition research group and previously with the Translation, Lexicology and Writing Group. Her work bridges translation studies, cognitive psychology, and musicology through experimental methodologies. She earned her PhD from the University of Murcia in 2017 with the dissertation La influencia de la música sobre la calidad y la creatividad en traducción literaria (inglés-español, inglés-italiano) una aproximación estético-psicológica , supervised by Dr. Ana María Rojo López. Her research centers on psychological and emotional dimensions of translation processes, particularly examining how background music influences literary translation creativity, how anger affects decision-making with offensive content, and emotional processing in dubbing. She employs cognitive-experimental approaches to investigate narrative engagement, vocal qualities in emotionally charged scenes, and pandemic-related stressors on evaluative language translation. Analysis of her 2015-2023 publications reveals consistent focus on music-translation interactions and emotional variables, with methodological emphasis on laboratory experiments, psycholinguistic measurements, and cognitive assessments. Her work demonstrates interdisciplinary innovation through the fusion of aesthetic theory, cognitive science, and translation practice. Scientific awards: No awards documented in provided sources. Regarding advising and grants, while she supervises research within university groups, no specific students or funded projects were mentioned. Her institutional affiliation suggests collaborative research within translation psychology frameworks. She actively contributes to the Translation, Didactics and Cognition research group, which investigates cognitive-affective translation processes through experimental paradigms, likely involving lab-based studies on emotional and musical variables in professional translation contexts.

Scott SingerView profile

Research Fellow

• Artificial Intelligence
• U.S.-China Relations
• International Relations
• +4 more

Scott Singer is a Research Fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace, focusing on AI development and governance in China. He co-founded the Oxford China Policy Lab and is affiliated with the Oxford Martin School AI Governance Initiative . His research spans U.S.-China AI dynamics, cross-Strait relations, public opinion in technology governance, and UK foreign policy. Education: PhD in International Relations (University of Oxford, ongoing), MPhil with Distinction (University of Oxford), BA in Economics and Fundamentals (University of Chicago). Languages: Mandarin (professional fluency), English, Spanish. His work addresses global AI governance trends, emphasizing balancing development with risk management. Recent publications analyze China's AI ambitions, U.S. state-level AI laws, and frameworks for international AI safety cooperation. Scientific Awards Clarendon Scholar (University of Oxford) Singer’s expertise has been cited in Foreign Policy , Bloomberg , and Lawfare , and he has contributed to UK parliamentary discussions. He previously worked for the U.S. State Department and Senate, with a focus on China-facing policy capabilities.

Piet DesmetView profile

Professor

• Second Language Acquisition
• Computer-assisted Language Learning
• Instructional Design
• +7 more

Piet Desmet is a full professor at KU Leuven's Faculty of Arts, serving as vice rector of KU Leuven, Kulak Kortrijk Campus, and academic director of the Office of the Academic Director, Bruges Campus. He leads multiple research divisions including itec and its Language and Technology subdivision, and is a member of Leuven.AI - KU Leuven Institute for Artificial Intelligence. As general coordinator of itec and academic director of the imec smart education research program, he oversees significant research initiatives spanning multiple campuses. Desmet's research focuses on the intersection of language learning and technology, with particular expertise in Second Language Acquisition and Technology, Computer-assisted Language Learning (including AI-based chatbots), Learning Analytics, and Language Technology and Corpus Linguistics. His work explores intelligent feedback systems, linguistic complexity prediction, adaptive testing, and natural language processing applications for educational contexts. His research spans theoretical linguistic frameworks to practical educational implementations, with a strong emphasis on empirical validation of technological interventions in language learning. Analysis of Desmet's recent publications reveals a strong trajectory toward integrating artificial intelligence with language education, particularly through conversational AI and learning analytics. His work increasingly focuses on chatbot-assisted language learning, adaptive assessment systems powered by large language models, and the application of computational linguistics to educational problems. The publications demonstrate a consistent methodological approach combining theoretical linguistics with empirical educational research, often employing eye-tracking, ERP studies, and learning analytics to evaluate effectiveness. Desmet actively supervises numerous PhD students and leads multiple major research projects including Smart Education at Schools (2025-2026), Enhancing EFL Learners' Speaking Ability through Chatbot-Assisted Dynamic Assessment Powered by LLMs (2024-2028), and the Flanders Ed Tech Hub (2022-2025). His research portfolio demonstrates significant funding success across multiple national and international initiatives focused on educational technology and language learning. As head of itec (an imec research team at KU Leuven), Desmet leads a substantial research ecosystem focused on smart education technologies. The itec team collaborates extensively with Leuven.AI and the KU Leuven Educational Research Institute (LIVO), creating a multidisciplinary environment that bridges computational linguistics, educational psychology, and artificial intelligence. Recent initiatives include the 'AI in Education' online training course and the network for Edtech and Learntech in Flanders.

• English Language Teaching (ELT)
• Second Language Acquisition
• Technology-Enhanced Language Learning
• +4 more

Zabitgil Gülseren, Özlem is an academic at Istanbul Sabahattin Zaim University specializing in English Language Teaching (ELT) and Second Language Acquisition . Her work focuses on integrating technology into language instruction, analyzing learner anxiety, and evaluating pedagogical methods. Research Themes : Technology-enhanced learning, vocabulary acquisition, formative assessment. Key Collaborations : Co-authored studies with Sıla Selver Akar, Enes Atay, and others. Article Trends : Recent works (2024) examine authentic video-based vocabulary instruction, while 2022–2020 studies explore online collaborative writing, digital storytelling, and formative assessment practices. Earlier works (2015–2019) analyze anxiety, gender factors in strategy use, and classical teaching methods. Advising and Grants : Supervised research on topics like digital tools in ELT and L1 usage in classrooms. No specific grant details provided in the text.

• STEM Integration
• Engineering Education
• K-12 Mathematics and Science Education
• +4 more

Tamara Moore is a Professor of Engineering Education at Purdue University, holding the title of Purdue University Faculty Scholar . She is affiliated with the School of Engineering Education , part of Purdue's College of Engineering. Her research focuses on integrating engineering principles into K-12 and higher education curricula to enhance STEM learning through computational thinking, systems thinking, and interdisciplinary approaches. Education: Ph.D., Engineering Education, Purdue University M.S.Ed., Mathematics Education, Purdue University B.S.E., Interdisciplinary Engineering, Purdue University B.S., Mathematics with minor in Mathematics Education, Purdue University Research Interests: Dr. Moore investigates how engineering methodologies (e.g., design thinking, systems analysis) can be used to improve mathematics and science education at all levels. She develops curricula and professional development programs for teachers, emphasizing STEM integration through projects like the STEM Road Map and Engineering Design-Based Curricula . Her work explores computational thinking in early childhood, microelectronics education, and the use of evidence-based reasoning in student projects. Key Contributions: Authored the STEM Road Map framework for K-12 integrated education Developed curricula like Turn the Lights On! and Mineral Mayhem Conducted studies on microelectronics awareness and systems thinking in synthetic biology Advocated for inclusive computational thinking education in early childhood Awards: Purdue University Faculty Scholar (current) Lab & Teams: Her research is conducted from the WANG 3514 Lab , focusing on teacher professional development, student learning trajectories, and curriculum design. Collaborates with interdisciplinary teams on NSF-funded projects like EngrTEAMS: Engineering to Transform the Education of Analysis, Measurement, and Science .

Jenni AlisaariView profile

Professor

• Linguistically Responsible Pedagogy
• Culturally Responsive Education
• Intercultural Communication
• +5 more

Jenni Alisaari is a Professor of Education specializing in Linguistically and Culturally Diverse Education at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her work focuses on linguistically responsible pedagogy, multilingualism in education, and culturally responsive teaching practices. Teaches Master’s Degree Programme in Early Language Education for Intercultural Communication Former roles include University Lecturer of Finnish at University of Stockholm, Special Researcher in Sociology at INVEST Research Centre, and Teacher Trainer at University of Turku and Åbo Akademi Research interests intersect language, culture, and identity in educational contexts. She studies: Linguistically Responsible Pedagogy Multilingual Learners Support for Newly Arrived Students Using Music in Language Instruction Language as a Cultural Identity Resource Curriculum Reform Implementation Her publications since 2015 reveal a focus on: Intercultural Communication in Classrooms Migrant Student Belonging Language Policy in Nordic Countries Cognitive Benefits of Musical Language Instruction Teacher Training for Linguistic Diversity Educational Equity Frameworks

Christa JonesView profile

Professor

• Francophone Literature
• Postcolonial Studies
• North African Literature
• +7 more

Christa Jones is a Professor in the Department of World Languages and Cultures at Utah State University, within the College of Humanities and Social Sciences. She has been a faculty member since 2008, advancing from Assistant to full Professor by 2019. Her academic background includes a PhD and MA in French Literature from Washington University in Saint Louis and a BA in French and English Literatures from Universität des Saarlandes. PhD, French Literature, Washington University in Saint Louis, 2006 M.A., French Literature, Washington University in Saint Louis, 1996 B.A., French and English Literatures, Universität des Saarlandes, 1994 Her research centers on colonial and postcolonial North African Francophone literature, film, and music, with a strong focus on Maghrebi cultural expression, fairy tales, and women's voices. She explores themes of identity, decolonization, and narrative form across genres. Her work bridges literary analysis with cultural and gender studies, often highlighting underrepresented voices in Francophone contexts. The 15 most recent scholarly outputs reflect a consistent engagement with Francophone North Africa, particularly Algeria and the Maghreb. Her publications span literary studies, film, music, folklore, and pedagogy, with recurring keywords including postcolonial studies, cultural identity, and Francophone literature. Subfields such as Maghrebi oral traditions, feminist narratives, and cinematic social critique demonstrate the interdisciplinary breadth of her scholarship. Her scientific contributions have been recognized through multiple honors: Researcher of the Year, Department of World Languages and Cultures, 2024 Researcher of the Year Award, LPSC, Utah State University (2017, 2011) Advisor of the Year Award, LPSC, 2009 GEM Seed Grant, $5,000, 2009 CARE Award, $1,902, 2017 Multiple travel and research grants from USU and affiliated centers Outstanding Professor Award, University of Nebraska, 2008 Christa Jones has been an active mentor and advisor, recognized with the Advisor of the Year Award in 2009. She has secured significant grant funding for research, including interviews with filmmaker Merzak Allouache and the development of study abroad programs. Her professional service includes editorial roles, participation in NEH seminars, and leadership as Associate Department Head (2015–2017). She continues to co-edit major scholarly volumes and is deeply involved in curriculum development, particularly in business French and cultural studies. While no formal lab or research team is mentioned, her editorial projects and collaborative research indicate leadership in scholarly communities focused on Francophone studies, folklore, and North African cultural production.

• Comparative Literature
• Translation Studies
• Literary Theory
• +3 more

Thomas Cooper holds a PhD in Comparative Literature from Indiana University (2003) and an MA in Central Euro-Asian Studies (1998). He is currently an Adjunct Assistant Professor at Károli Gáspár University of the Reformed Church in Hungary, affiliated with the Faculty of Humanities and Social Sciences and the Department of English Literatures and Cultures. Previously, he served as Associate Professor at Eszterházy Károly College and Assistant Director at Columbia University's Institute for Comparative Literature and Society. Cooper's research focuses on literary history, translation theory, and the interplay of culture and narrative. His recent articles explore topics such as storytelling techniques, cultural mediation in translation, and the literary impact of 20th-century historical events like the 1956 Hungarian Revolution. His work also intersects with musicology, analyzing tonal innovations in Ferenc Liszt's compositions. Scientific Awards: György Ránki Award (1998) Cooper has held guest teaching and research roles, including at Columbia University (2006), and presented at the United Nations Study Group on Languages (2015). His linguistic expertise includes near fluency in French, German, and Hungarian, alongside native English proficiency.