Find Academic Supervisors

Wyatte C. HallView profile

Assistant Professor

• Deaf Health Disparities
• Language Acquisition and Deprivation
• Early Childhood Language Experiences
• +7 more

Wyatte C. Hall, PhD is an Assistant Professor with multiple appointments at the University of Rochester Medical Center's School of Medicine and Dentistry. He holds primary faculty positions in the Department of Public Health Sciences and joint appointments in the Center for Community Health and Prevention, Department of Obstetrics and Gynecology, and Department of Pediatrics. Dr. Hall earned his PhD and MA in Clinical Psychology from Gallaudet University (2014, 2011) and his BS in Psychology from Rochester Institute of Technology (2008). His research focuses on community engagement and reduction of health disparities in deaf populations, with particular emphasis on the relationship between early childhood language experiences and subsequent health, cognitive, educational, and quality of life outcomes across the lifespan, as well as the phenomenon of language deprivation. His scholarly work demonstrates a consistent focus on deaf health equity, with recent publications addressing signed language acquisition, mental health in deaf populations, language deprivation consequences, and healthcare accessibility for deaf individuals. His research spans clinical, educational, and public health domains, often employing community-based participatory approaches that center deaf perspectives and experiences. Dr. Hall has received several prestigious awards including the Dr. David Satcher Community Health Improvement Award (2025), National Champion Award (2025), and Best Community Engagement Project Award (2025), recognizing his impactful contributions to deaf health research and community engagement. As Principal Investigator of the Visual Language Access & Acquisition (VLAA) Lab, Dr. Hall mentors graduate students like Michelle Koplitz and leads NIH-funded research on language planning for families with deaf or hard of hearing children. His lab receives significant grant support for projects addressing language deprivation and communication access in deaf communities. The VLAA Lab focuses on how early childhood language experiences impact lifelong quality of life outcomes for deaf communities, with particular attention to the social epidemics of language deprivation and communication neglect. The lab works through a multidisciplinary lens incorporating cognition, neuro- and socioemotional development, mental health, education, and public health perspectives.

Per AnderhagView profile

Researcher

• Science Education
• Aesthetics in Teaching
• Subject Didactics
• +3 more

Per Anderhag is an Affiliated Researcher at the Department of Teaching and Learning, Stockholm University, focusing on taste, aesthetics, and learning science within practice-based educational research. He leads the science and technology network under Stockholm Teaching & Learning Studies and investigates how didactic models can support teachers, particularly in aiding students from non-academic backgrounds with Swedish as a second language (Skolfi project, 2022–2025). His work bridges theoretical frameworks like Bourdieu's pragmatism and Dewey's aesthetics with empirical studies on science education, teacher development, and technology learning. Key research trends in his publications include: (1) Aesthetic dimensions of science teaching, (2) Socioeconomic factors influencing student interest in STEM, (3) Technology education through robotics and programming, and (4) Collaborative didactic models for classroom practice. His methodology emphasizes real-time analysis of student-teacher interactions and sociocultural impacts on learning. He serves as associate supervisor for doctoral students Nhu Truong and Patrik Lindholm, contributing to educational research through classroom discourse studies and curriculum design. His work underscores equity in science education and the normative role of teaching practices in shaping student engagement.

• Celtic Languages and Culture
• Medieval Manuscripts
• Historical Linguistics
• +5 more

Dr. Nike Stam is an Assistant Professor in Celtic Studies at Utrecht University, specifically within the Department of Languages, Literature and Communication in the School of Humanities. She is affiliated with both the Celtic and Classics section and the Medieval Culture research group at the Institute for Cultural Inquiry. Utrecht University, Department of Languages, Literature and Communication Celtic and Classics research group Medieval Culture research group Board member of the Postdoc Network Utrecht Board member at the A. G. van Hamel Foundation for Celtic Studies Dr. Stam's research focuses on medieval Celtic languages and literature, with particular expertise in medieval Irish orthography, scribal practices, and historical code-switching. Her work combines linguistic analysis with manuscript studies to understand how medieval Irish scribes interacted with their texts. She has developed significant expertise in analyzing how scribes deliberately altered orthography to make texts appear older ('downdating'), using sociolinguistic frameworks to interpret these practices. Her research output demonstrates consistent engagement with both academic and public audiences, blending rigorous scholarly analysis with accessible presentation of Celtic studies topics. Dr. Stam's publications and presentations show a clear trajectory from her doctoral work on code-switching to her current Veni project on orthographic practices, with increasing methodological sophistication including digital approaches like multispectral imaging. NWO Veni postdoctoral project on orthographic downdating in medieval Irish manuscripts Extensive work on the Leiden manuscript VLQ7 containing Fled Bricrenn Integration of sociolinguistic theory with paleographic analysis Application of digital humanities methods to manuscript studies Dr. Stam actively engages with the academic community through conference presentations, seminar organization, and editorial work. She is particularly committed to public outreach, developing numerous workshops and public events to make Celtic studies accessible beyond academia. Her work demonstrates strong interdisciplinary connections between linguistics, literature, history, and digital humanities.

• Educational Psychology
• Quantitative Research Methods
• Educational Effectiveness
• +6 more

Benjamin Nagengast is Professor of Educational Psychology and Deputy Director of the Hector Institute for Empirical Educational Research at the University of Tübingen. His work focuses on educational psychology, quantitative research methods, and motivation theory, with a particular emphasis on academic self-concept, intervention programs, and causal analysis in educational settings. He previously served as co-director of the LEAD Graduate School & Research Network and head of the LEADing Research Center until June 2022. His research spans topics including: Educational effectiveness and policy evaluation Motivational dynamics and value-belief interactions Multilevel modeling of educational outcomes Personality-achievement correlations Longitudinal studies of developmental trajectories While not explicitly listing scientific awards, his publications highlight methodological innovations and large-scale empirical studies. He mentors students through collaborative research projects, though individual advisees aren't named. His work frequently appears in top journals like Psychological Science and Journal of Educational Psychology , with recent articles examining detracking effects, twin comparison processes, and the interplay between self-concept and achievement. He maintains active collaborations with institutions like the University of Oxford and University of Jena.

• Cardiovascular Disease Prevention
• Atherosclerosis
• Clinical Decision-Making
• +7 more

Mark Pletcher, MD, MPH is a Professor in the Department of Epidemiology & Biostatistics at the University of California, San Francisco (UCSF) School of Medicine. In 2023, he became Chair of the UCSF Department of Epidemiology and Biostatistics. He is an epidemiologist and general internal medicine physician whose research focuses on clinical decision-making and policy relevant to primary care and prevention, particularly in cardiovascular disease prevention. Dr. Pletcher earned his M.D. from the University of California, San Francisco in 1998 and completed his residency at UCSF School of Medicine. He also completed UCSF's Diversity, Equity, and Inclusion Champion Training in 2019. His research interests span cardiovascular disease prevention with particular focus on early life causes of atherosclerosis, prevention of coronary heart disease, clinical decision-making regarding preventive medications, screening for subclinical cardiovascular disease, interventions to improve blood pressure control, and the use of technology to enhance health outcomes. He has led numerous studies on marijuana use and cardiovascular health, blood pressure management, and digital health interventions. His work often leverages large cohort studies like the Coronary Artery Risk Development in Young Adults (CARDIA) study. Analysis of his recent publications reveals a strong focus on digital health interventions for hypertension management, cardiovascular risk assessment in young adults, liver disease applications of artificial intelligence, and the impact of pandemic policies on mental and physical health outcomes. His research increasingly incorporates machine learning and large language models for clinical decision support, particularly in gastroenterology and cardiology applications. Dr. Pletcher leads the UCSF CTSI's Informatics and Research Innovation Program and has been Principal Investigator on numerous NIH and PCORI-funded projects including the Health eHeart Study and the PCORnet Blood Pressure Control Laboratory. His research funding spans cardiovascular disease prevention, digital health interventions, and health policy evaluation. He mentors students, fellows, and junior faculty members, and teaches clinical research methods. His laboratory work focuses on the Health eHeart Alliance and related digital health initiatives that leverage consumer technologies for cardiovascular research.

• Health Communication
• Media Effects
• Healthcare Advertising
• +3 more

Sung-Yeon Park is a Professor at the University of Nevada, Reno's School of Public Health, specializing in health communication and media effects research. Her work examines healthcare advertising ethics, consumer behavior, and public health messaging to inform providers, policymakers, and marketers. Education: Ph.D. in Life Sciences Communication, University of Wisconsin-Madison M.A. in Journalism and Mass Communication, Korea University, Seoul B.A. in Korean Language & Literature, Korea University, Seoul Research Interests: Dr. Park investigates healthcare consumerism through media analysis, focusing on ethical advertising practices and public health education strategies . Her work bridges communication theory with practical applications for health policy discussions, breastfeeding support, substance use prevention, and health equity initiatives. She employs mixed-methods approaches to analyze audience perceptions and message effectiveness. Publication Trends: Recent work (2020-2025) shows concentrated focus on marijuana use among college students (6 publications), patient-provider dynamics (4 publications), and community health interventions (3 publications). Her interdisciplinary collaborations span public health, communication, gerontology, and agricultural economics, demonstrating methodological diversity from content analysis to community-based assessments. Grants and Mentoring: As Primary Investigator for USDA's $300,000 Nevada Farmers Market project (2022-2025), she leads community marketing initiatives. Funded by NSF, USDA, State Department, and Pennington Cancer Institute, her research supports student development through co-authorship opportunities. Mentees like K. Hill and C. Y. Joa contribute to publications across breastfeeding, marijuana policy, and digital health topics.

• Early Childhood Education
• Learning Cultures in Kindergartens
• Materiality and Social Practices
• +5 more

Anita Berge serves as Head of Department at the University of Stavanger's Department of Early Childhood Education within the Faculty of Arts and Education. Her academic leadership spans Norwegian early childhood research and policy implementation, with extensive contributions to international scholarly discourse through publications and conference presentations across Europe. Her research focuses on foundational aspects of early childhood education including learning cultures in kindergartens, materiality's impact on social practices, belonging and inclusion dynamics, and curriculum studies. Berge employs critical discourse analysis and ethnographic methods to examine how spatial arrangements, efficiency discourses, and policy frameworks shape pedagogical practices. Her work consistently addresses tensions between tradition and change in the "big kindergarten" context. Analysis of her recent publications reveals strong emphasis on belonging politics, material pedagogy, and epistemic reflexivity in teacher education. Her scholarship demonstrates methodological sophistication through combinations of critical discourse analysis with ethnographic fieldwork, particularly in examining cloakroom practices, furniture arrangements, and curriculum implementation across European contexts. Berge actively participates in research communities through seminar leadership at the "research kindergarten" and international collaborations like the Politics of Belonging project. Her work frequently addresses practical applications through workshops on supporting children's belonging in play, systematic interventions in kindergarten communities, and open kindergarten models as integration arenas.

Gary WeissmanView profile

Assistant Professor

• clinical research informatics
• natural language processing
• acute care clinical decision support
• +2 more

Gary Weissman, MD, MSHP, serves as an Assistant Professor of Medicine with a research program centered at the intersection of clinical medicine and advanced informatics. His work bridges critical care practice with data science to develop innovative solutions for patient care improvement, focusing on clinical research informatics, natural language processing, acute care clinical decision support, population health management, and health informatics policy. Dr. Weissman's research program addresses fundamental challenges in acute care delivery through sophisticated analysis of electronic health record data. He has pioneered methods for identifying patients with acute respiratory distress syndrome (ARDS) and sepsis using natural language processing of clinical notes, developed standardized data frameworks like the Common Longitudinal Intensive Care Unit (CLIF) format, and investigated health equity implications of clinical algorithms. His work on goal-concordant care measurement and ventilator management optimization demonstrates commitment to both technical innovation and ethical healthcare delivery. Current investigations examine social determinants of health impacts on respiratory outcomes and biases in pulmonary function test interpretation. Analysis of his 2022-2025 publications reveals a cohesive research trajectory focused on critical care informatics with three dominant themes: 1) Development and validation of machine learning models for retrospective identification of critical conditions (ARDS, sepsis); 2) Standardization of ICU data formats and ventilator management protocols; 3) Rigorous evaluation of health equity dimensions in clinical algorithms and diagnostic criteria. His multi-center studies consistently address real-world implementation challenges while advancing methodological approaches for EHR-based research. While specific details regarding teaching appointments, grant funding, and advising responsibilities are not documented in available sources, Dr. Weissman's prolific publication record (over 50 papers since 2022) indicates an active research program with significant implications for critical care practice, health policy, and medical informatics infrastructure development. His work exemplifies the integration of computational methods with clinical expertise to solve pressing healthcare challenges.

• Didactics of German Language and Literature
• Children's and Young Adult Literature
• Writing Didactics
• +4 more

Prof. Dr. Anita Schilcher is a Professor of Didactics of German Language and Literature at the University of Regensburg, Faculty of Languages, Literature and Cultural Studies, Institute of German Studies. She has held this position since 2007 and also serves as Director of the Regensburg University Center for Teacher Education (RUL) since 2013. Her work focuses on German language and literature didactics, with particular emphasis on reading and writing promotion, children's and young adult literature, and teacher education. Her educational background includes: 1987: Abitur at the Gymnasium Pfarrkirchen 1987-1993: Studies for primary school teaching, Master's degree in German Literature with minors in Psychology and General Pedagogy 1992-1994: Preparatory service for primary school teaching 1997-2000: Doctorate in Didactics of German Language and Literature at the University of Passau 2007: Habilitation on writing didactics Prof. Schilcher's research interests span multiple areas of German didactics and language education. She has made significant contributions to the understanding of narrative competence, literary education, and the development of reading and writing skills in primary education. Her work on writing didactics has led to innovative teaching approaches that bridge theoretical understanding with practical classroom application. She has also conducted extensive research on children's and young adult literature, examining gender representation and the educational potential of popular culture texts. Her current research focuses on evidence-based reading promotion, teacher competencies, and the integration of media in literary education. Her recent publications reveal a strong focus on practical applications of educational research, particularly in developing and evaluating reading and writing promotion programs. She has been instrumental in large-scale projects like FiLBY (integrated reading promotion in Bavaria) and ELiS (evidence-based reading promotion in schools), which combine theoretical research with practical implementation in classrooms across Germany and Europe. Her work consistently bridges the gap between educational theory and classroom practice, with a particular emphasis on developing evidence-based teaching strategies that can be effectively implemented by teachers. Her scientific recognition includes: Karl-Heinz-Pollok Memorial Prize for her habilitation Prof. Schilcher has supervised numerous doctoral students, with completed dissertations covering topics such as ancient mythology in contemporary children's literature, linguistic-cognitive activation through teacher questions, narrative abilities in primary and secondary education, and oral competencies of teacher trainees. She has been involved in significant research grants including FALKO (subject-specific teacher competencies), FiLBY (integrated reading promotion in Bavaria), RESTLESS (Regensburg self-regulation training for reading and writing strategies), and ELiS (evidence-based reading promotion in schools), demonstrating her leadership in large-scale educational research initiatives. She leads the research network for "didactic-empirical writing research" (dieS) and is a member of the project team of ZSK Regensburg. Her work with the Regensburg University Center for Teacher Education (RUL) has positioned her as a key figure in shaping teacher education in Bavaria, particularly through her involvement in the development and implementation of the new primary school curriculum (LehrplanPlus).

Anna EhrhornView profile

Assistant Professor

• Speech Sound Disorder
• Reading Difficulties
• Phonological Processing
• +3 more

Anna Ehrhorn serves as an Assistant Professor in the Department of Speech, Language & Hearing Sciences within Auburn University's College of Liberal Arts. Her office is located in room 1199 of the Haley Center, with contact available via telephone (334-844-9600) or email (ame0060@auburn.edu), and office hours scheduled by appointment. Dr. Ehrhorn's research program centers on the complex interplay between speech, language, and literacy development in children, with particular focus on speech sound disorders, dyslexia, and developmental language disorder. She investigates how orthographic knowledge influences phonological processing and reading acquisition, employing advanced methodologies including eye-tracking analysis and nonword repetition tasks to uncover underlying cognitive mechanisms in both typically developing children and those with clinical disorders. Analysis of her 2019-2024 publications reveals consistent investigation into comorbid conditions where speech sound disorders intersect with reading difficulties. Her work examines parent-reported concerns as early indicators of language impairments, compares methodological approaches in research recruitment, and explores differential phonological processing patterns in children with co-occurring developmental language disorder and dyslexia, contributing significantly to clinical intervention frameworks. No information regarding scientific awards, student advising activities, grant funding, or laboratory teams was provided in the available documentation.

James FloryView profile

Associate Professor

• Pharmacoepidemiology
• Diabetes Management
• Clinical Trials
• +3 more

James Flory is an Associate Professor of Population Health Sciences at Weill Cornell Medical College , Cornell University. With an MD and MSCE from the University of Pennsylvania (2009) and a BA from Columbia University (2002), he specializes in pharmacoepidemiology and clinical research related to diabetes management, drug safety, and healthcare policy. Education: M.D., University of Pennsylvania School of Medicine, 2009 M.S.C.E., University of Pennsylvania School of Medicine, 2009 B.A., Columbia University, 2002 His research focuses on the intersection of diabetes pharmacology , cardiovascular risk , and health services research . He has contributed extensively to understanding drug safety (e.g., sulfonylureas, SGLT2 inhibitors, TRK inhibitors), medication adherence , and clinical decision-making in diabetes and oncology settings. His methodological work includes instrumental variable analysis , pragmatic trial design , and real-world data validation . James Flory's recent publications examine temperature-related diabetes complications , AI in clinical decision support , and policy impacts on medication utilization . His work combines epidemiological methods with health informatics to address critical questions in diabetic care , drug safety surveillance , and health equity .

Cherie M. AventView profile

Assistant Professor

• Social Justice in Evaluation
• STEM Education Evaluation
• Equity and Diversity in Education
• +3 more

Cherie M. Avent serves as an Assistant Professor in the Department of Educational Psychology within the College of Education at the University of Illinois Urbana-Champaign. Her scholarly work centers at the intersection of evaluation theory, social justice, and STEM education, with particular attention to issues of equity, diversity, and inclusion in educational contexts. Dr. Avent received her PhD in Educational Research, Measurement, and Evaluation from the University of North Carolina Greensboro. Prior to her doctoral studies, she taught at Guilford Technical Community College in North Carolina, bringing practical educational experience to her academic work. Her research trajectory has been shaped by her commitment to social justice in evaluation practices and STEM education. Her scholarly contributions focus on how language shapes conceptualizations of equity, diversity, and inclusion in STEM education evaluation, with particular attention to racial justice perspectives. She examines the complex interplay between evaluator roles, conceptual frameworks, and practical implementation in creating more equitable educational environments. Her work often employs qualitative methodologies to explore how STEM education evaluators understand and apply concepts related to social justice in their professional practice. Analysis of Dr. Avent's recent publications reveals a consistent focus on critical examination of evaluation practices through lenses of racial equity and social justice. Her work spans multiple dimensions of evaluation theory and practice, with increasing attention to how language shapes understanding of equity concepts and influences evaluator roles. She has made significant contributions to understanding how Black evaluators navigate professional spaces and how culturally responsive approaches can transform evaluation practice. Dr. Avent has secured and contributed to multiple evaluation projects funded by prestigious organizations including the National Science Foundation, U.S. Department of Education, and the College Foundation of North Carolina. Her evaluation expertise spans K-12 and higher education contexts, with particular emphasis on STEM education programs designed to broaden participation of historically underrepresented groups. She actively contributes to the American Evaluation Association, particularly through the STEM Education and Training Topical Interest Group, where she has held leadership positions. Her teaching portfolio includes courses on evaluation theory, methods, and mixed-methods inquiry, reflecting her commitment to preparing the next generation of evaluators who can address complex equity challenges in educational settings.

Xinchen YuView profile

Assistant Professor

• natural language processing
• computational social science
• hate speech detection
• +4 more

Xinchen Yu serves as an Assistant Professor of Practice in the Department of Computer Science at the University of Arizona, maintaining an office in GS 829. Holding a Ph.D. from the University of North Texas, their research bridges computational methodologies with social science inquiry to address contemporary digital society challenges. Dr. Yu's scholarly focus centers on natural language processing and computational social science, with specialized expertise in analyzing online discourse dynamics. Their work investigates hate speech propagation, counterspeech effectiveness, conversation incivility measurement, and cross-cultural information diffusion patterns on social media platforms. Methodologically, they employ advanced NLP techniques, behavioral modeling, and causal inference frameworks to develop predictive systems for online conflict resolution and public sentiment analysis. Analysis of Dr. Yu's publication trajectory (2020-2025) reveals a cohesive research program addressing societal impacts of digital communication. Their work consistently applies computational social science to critical issues including hate speech mitigation (with 4 publications on counterspeech taxonomy and forecasting), pandemic information ecology (3 studies on COVID-19 discourse), and transnational movement diffusion (2 analyses of #MeToo and cross-border information flow). A distinctive pattern emerges in their development of forecasting models for conversational incivility and hater reactions, combined with rigorous examination of linguistic features in cross-geographic message propagation. Dr. Yu has not been mentioned to have received any specific scientific awards in the available documentation. No information regarding student advising responsibilities or externally funded research grants is provided in the source materials. The absence of such details suggests either early-career status or non-disclosure in the scraped content. There is no explicit reference to laboratory affiliations, research teams, or collaborative groups in the provided information, though their publication topics indicate engagement with interdisciplinary social computing research communities.

• Speech Therapy
• Audiology
• Developmental Language Disorders
• +6 more

Julie McIntyre is an Associate Professor of Practical Training at the School of Speech-Language Pathology and Audiology, University of Montreal. She specializes in clinical training and research related to communication disorders, with a focus on developmental language disorders, autism spectrum disorder, and pragmatic communication skills. Research Interests: Her work spans clinical intervention methodologies, tool development for communication assessment, environmental factors influencing social participation, and systematic reviews of autism-related programs. She has contributed to frameworks integrating models for intellectual disabilities and developmental disorders. Publications: Recent articles highlight her expertise in pragmatic skill development for children, adult autism communication programs, and environmental impact assessments on social participation. These works reflect her commitment to translating research into clinical practice. Academic Context: The University of Montreal’s School of Speech-Language Pathology and Audiology emphasizes both theoretical and applied research, aligning with her role as a professor-researcher advancing clinical training and intervention strategies.

Jennifer Renée KilpatrickView profile

Assistant Professor

• Deaf Education
• Literacy Studies
• Universal Design for Learning (UDL)
• +3 more

Jennifer Renée Kilpatrick is an Assistant Professor of Deaf Education at the University of North Florida , where she has served since 2015. Her work bridges theory and practice through partnerships with K-12 programs serving Deaf/Hard of Hearing (DHH) students across Florida. Education: PhD in Literacy Studies, University of Tennessee (2015) MEd in Elementary Education, University of North Florida (2011) MS in Education of the Deaf/Hard of Hearing, University of Tennessee (2008) BS in Special Education, Liberty University (2003) Research Focus: Her scholarship emphasizes Universal Design for Learning , deaf education teacher preparation , and literacy instruction for DHH students. She employs functional grammar approaches and integrates digital tools to enhance writing pedagogy. Key Contributions: Recent publications analyze trends in DHH teacher training and UDL implementation during the pandemic. Her work spans empirical studies, curriculum innovation, and international collaborations in Haiti. Professional Engagement: Kilpatrick actively contributes to editorial and committee work, including the Teacher Education Council and Journal of Deaf Studies and Deaf Education review board. Personal: Known as Dr. K or KP to students, she balances her academic pursuits with outdoor activities like hiking and running.