Find Academic Supervisors

David R. ColeView profile

Associate Professor

• Educational Research
• Climate Change
• Philosophy of Education
• +3 more

David R. Cole is an Associate Professor in Secondary Literacy with ESL/English Curriculum & Pedagogy at Western Sydney University's School of Education. His academic career includes a Doctor of Philosophy, Postgraduate Certificate in Education, and a Bachelor of Arts from the University of Liverpool. His research focuses on educational theory within the context of the Anthropocene, Deleuze and Guattari’s philosophies, and climate change impacts on pedagogy. He has led projects such as 'Analysing academic trends through participation in the Duke of Edinburgh's International Award' and 'Mobilise: Children's Rights Education through Creative Arts.' Cole’s work contributes to UN Sustainable Development Goals, emphasizing environmental sustainability and social justice. His research outputs span articles, chapters, and books addressing topics like educational nomadism, pandemic dynamics, and eco-sophical cinema. He has collaborated internationally, including with Shiraz University, and mentored teams in initiatives like 'Education in the Anthropocene.' Cole is actively involved in grants and datasets, such as the 'Mobilise' project dataset archived at Western Sydney University. His work often bridges philosophy, education, and environmental science, advocating innovative teaching methodologies for contemporary global challenges.

Ahmed ElgammalView profile

Professor

• Artificial Intelligence
• Computer Vision
• Digital Humanities
• +3 more

Dr. Ahmed Elgammal is a Professor of Computer Science at Rutgers University, where he leads the Art and Artificial Intelligence Laboratory. His work focuses on applying AI and computer vision to digital humanities, particularly art analysis and generation. He has published over 180 peer-reviewed papers and received the NSF CAREER Award in 2006. Elgammal’s research bridges art and technology, including AI-generated art and computational methods for art history. His work has been featured in prominent media such as the Washington Post, New York Times, and PBS, which earned an Emmy for a segment about his research. His art installations have been exhibited globally in cities like New York and Frankfurt. He holds a Ph.D. and M.Sc. in Computer Science from the University of Maryland, College Park. His academic leadership includes roles as Executive Council Faculty at Rutgers’ Center for Cognitive Science. Research Interests: Creative AI and Art Generation Computer Vision Applications in Digital Humanities Machine Learning for Art Analysis Awards: National Science Foundation CAREER Award (2006) Grants & Projects: Includes NSF-funded projects and collaborations in AI-driven art analysis and structural engineering applications. Labs & Teams: Founder and Director of the Art & AI Lab at Rutgers, focusing on interdisciplinary art-tech innovation.

Andrew ReevesView profile

Professor

• Counselling and Psychotherapy
• Mental Health
• Suicide Risk Management
• +4 more

Professor Andrew Reeves is a Professor of Counselling Professions and Mental Health at the University of Chester, affiliated with the Faculty of Arts, Humanities and Social Sciences. He holds additional roles as a Registered Social Worker, Accredited Counsellor/Psychotherapist, and Senior Fellow of Advance HE. His academic career includes positions as Associate Professor (2018–2021) and Senior Lecturer (2015–2018) at the University of Chester, alongside an Associate Affiliate Professorship at the University of Malta since 2024. Reeves' education includes a PhD in Counselling and Psychotherapy from the University of Birmingham, MSc in Counselling from the University of Salford, and professional qualifications in social work and coaching. His research focuses on suicide risk management, ethical frameworks in counselling, pluralistic practice, and therapeutic coaching. He has published extensively, including key texts like An Introduction to Counselling and Psychotherapy and Standards and Ethics for Counselling in Action . His teaching responsibilities include supervising PhD students in counselling, psychotherapy, and psychological trauma, and leading professional doctorates (DProf) in these fields. He has also delivered practitioner-based training to over 30,000 professionals, emphasizing suicide risk, self-injury, and ethics. Reeves' awards include Senior Fellow of Advance HE and Fellow of the British Association for Counselling and Psychotherapy (BACP). He contributes to BACP's Ethical Framework development and has consulted for organizations like Samaritans and CALM. His funded projects include evaluations of mental health services, such as the Greater Manchester Bereavement Service. His current research explores definitions of 'therapeutic coaching' and co-produced research methodologies. Reeves maintains active roles in professional bodies, including editorial work for Pluralistic Practice Journal and advisory roles for BACP and other institutions.

Kate SeltzerView profile

Assistant Professor

• Critical Literacy
• Technology in Education
• Multilingual Education
• +3 more

Dr. Kate Seltzer is an Assistant Professor in the College of Education at Rowan University, specializing in critical literacy, technology integration, and multilingual education. Her work focuses on leveraging student bilingualism through translanguaging pedagogies, challenging oppressive language ideologies, and fostering inclusive classroom environments. She co-authored influential works such as The Translanguaging Classroom and Translanguaging: A CUNY-NYSIEB Guide for Educators . Education: B.A. in English and Women’s Studies from George Washington University; M.S. in Secondary English Education from CUNY Lehman College; Ph.D. in Urban Education from CUNY Graduate Center. Research emphasizes expanding English-medium spaces to include diverse student language practices, particularly for emergent bilinguals. Key areas include raciolinguistic literacies, culturally sustaining pedagogy, and teacher professional development. Her publications (2021-2025) explore virtual learning integration, critical translingual approaches, and anti-oppressive classroom strategies. Dr. Seltzer collaborates with the CUNY-NYSIEB Project, advocating for bilingualism maintenance and equitable education. Her teaching focuses on bilingual education methods and culturally responsive instruction.

• New Product Development
• Knowledge Management
• Collaborative Work Environments
• +5 more

Angelo Corallo is an Associate Professor at the Department of Experimental Medicine, University of Salento, specializing in technologies and methodologies for collaborative processes in industrial systems. His research spans Digital Business Ecosystems , Cybersecurity , and Collaborative Product Design , focusing on the interplay between technology and organizational dynamics. He leads interdisciplinary research divisions in Open Networked Business Management , Learning and Innovation , and Collaborative Product Design . Research Interests : Corallo's work integrates Information and Communication Technologies (ICT) with Business Management, particularly in Digital Twins for healthcare and manufacturing Knowledge Modeling and Ontology Engineering Industry 4.0 and Smart Manufacturing Agri-Food Sustainability through digitalization Scientific Contributions : His recent articles explore trends in Cybersecurity for Industrial IoT Metaverse Applications in business models Traceability Systems in food supply chains Collagen-Based Biomaterials from aquaponics

Victor LazzariniView profile

Professor

• Computer Music
• Digital Signal Processing
• Electroacoustic Music
• +3 more

Victor Lazzarini is a Professor of Music at Maynooth University, Ireland, specializing in computer music and audio signal processing. He holds a BMus from Universidade Estadual de Campinas (UNICAMP), Brazil, and an AMusD from the University of Nottingham, UK. His research spans electroacoustic music, digital signal processing, and music technology. He leads the Csound project, a widely used sound and music computing system, and authored libraries like Aulib and Aurora. Education: Bachelor of Music (BMus), UNICAMP, Brazil Advanced Music Degree (AMusD), University of Nottingham, UK His research interests include sound synthesis, computer music languages, and the intersection of music with technology. He has authored over 150 peer-reviewed publications and books such as Spectral Music Design: A Computational Approach (Oxford UP, 2021) and co-edited volumes like Ubiquitous Music Ecologies (Routledge, 2020). His work bridges academic and industrial sectors through projects like the Enterprise-Ireland-funded commercialization initiative. Prof. Lazzarini’s contributions to music technology include pioneering tools like Csound, which enable real-time audio synthesis and processing. His articles span topics from digital filter design to historical computer music archaeology, reflecting his expertise in both theoretical and applied domains. Awards: AIC/IMRO International Composition Prize (2006) He advises on interdisciplinary projects such as the BeatHealth initiative, integrating ubiquitous computing and music. His creative output includes electroacoustic compositions performed globally and released on labels like FarPoint Recordings. Lazzarini actively collaborates with international teams, contributing to conferences like DAFx and ICMC, and leads initiatives like the Ubimus (Ubiquitous Music) research network.

Katherine McKittrickView profile

Professor

• Black studies
• Anti-colonial studies
• Cultural geographies
• +6 more

Katherine McKittrick is a Professor in the Department of Gender Studies at Queen's University, affiliated with the Faculty of Arts and Science and the Department of Geography and Planning. She holds the Canada Research Chair in Black Studies. Her research focuses on Black studies, anti-colonial studies, cultural geographies, and gender studies, with a particular emphasis on Sylvia Wynter's work and critical-creative methodologies. McKittrick earned her PhD, MA, and BAH in Women's Studies from York University, alongside a BA in English Literature and History from the University of Ottawa. She is a member of the Royal Society of Canada and the American Academy of Arts and Sciences, and previously served as editor of Antipode: A Radical Journal of Geography . Her research interests span black geographies, postcolonial systems, social oppression, and spatial justice. Recent work explores black methodologies (e.g., Dear Science and Other Stories ) and intersections of race, gender, and place. Her articles critically engage with migration, liberation strategies, and decolonial thought. McKittrick has been recognized with prestigious awards including the Canada Research Chair and the Antipode Graduate Student Scholarship. She teaches courses like Black Feminisms and Black/Geographies/Liberation , advancing interdisciplinary scholarship at Queen's University.

Eylul Ceren DemirView profile

Assistant Professor

• Lacanian Psychoanalysis
• Clinical Psychology
• Anorexia Nervosa
• +5 more

Eylul Ceren Demir serves as an Assistant Professor in the Department of Psychology at Adiyaman University's Faculty of Arts and Sciences, where she also holds the position of Vice Chair of Department since November 2023. She concurrently serves as a Visiting Professor at Middle East Technical University (METU) teaching Qualitative Research in Clinical Psychology (Fall 2023-Spring 2025) and taught Psychological Assessment at Ufuk University in Fall 2023. Her educational background includes an Integrated Doctorate in Clinical Psychology from Middle East Technical University (2018-2023) with a dissertation titled 'When the boundaries exceed: Thematic Analysis of Anorexia Nervosa in Lacanian Psychoanalysis,' a Master's degree in Psychology from Dokuz Eylul University (2016-2018), and a Bachelor's degree in Psychology from Çankaya University with 3.91/4.00 CGPA (2013-2016). Dr. Demir's research focuses primarily on Lacanian psychoanalysis, clinical psychology, and psychopathology, with particular expertise in eating disorders, trauma, suicide prevention, and qualitative research methods. Her work bridges theoretical psychoanalytic concepts with clinical applications, especially in understanding anorexia nervosa, post-disaster psychological trauma, and the therapeutic process. She has developed specialized knowledge in analyzing cinematic characters through psychoanalytic frameworks and examining cultural aspects of mourning and loss. Her publication record demonstrates a clear trajectory from foundational psychoanalytic concepts (2020-2021) toward increasingly specialized clinical applications (2022-2025), with recent work focusing on earthquake trauma, anorexia nervosa from Lacanian perspectives, and therapist development. Her articles consistently integrate psychoanalytic theory with empirical clinical observations, creating a distinctive methodological approach that combines qualitative analysis with Lacanian conceptual frameworks. As an academic leader, Dr. Demir serves as Editor for AYNA Clinical Psychology Journal (since 2022) and Field Editor for Adiyaman Social Sciences Journal (since 2024). She has supervised numerous graduate theses at METU and currently co-advises multiple doctoral students working on topics including neurodivergence in creative industries, OCD experiences, non-suicidal self-injury, and martyr letter analysis. Her clinical work through the AYNA Clinical Psychology Support Unit at METU (2020-2023) involved providing psychotherapy supervision to graduate students and coordinating clinical training processes. She has conducted nearly 1000 hours of therapy sessions with children, adolescents, and adults using psychoanalytic approaches. Dr. Demir remains active in the Freud-Lacan Psychoanalytic Association (since 2018) and serves on Turkey's Science Academy Psychology Terminology Working Group (since 2023).

Yana MeerzonView profile

Professor

• Theoretical Performance Studies
• Dramaturgy
• Migration and Displacement
• +5 more

Yana Meerzon is a Full Professor in the Department of Theatre at the University of Ottawa, affiliated with the Faculty of Arts. Her academic roles include teaching advanced courses such as Performance and Migration , THE 5130 Dramaturgy , and THE 5934 Theatre at the Crossroads of Narratives . She holds additional adjunct roles at institutions like Carleton University’s Cultural Mediations Program and Dalhousie University’s Department of English. Her research focuses on theoretical approaches to performance and migration, including studies on displacement, multilingualism, and identity politics. She has authored four books and co-edited nine collections, with recent works exploring Russian nationalism and migration narratives. Her current SSHRC-funded project examines the intersection of migration and neo-nationalism in European theatre. Meerzon’s academic leadership includes serving as President of the Canadian Association for Theatre Research (2020–2022) and membership in global organizations like IFTR and EASTAP. Her educational background includes a Ph.D. from the University of Toronto and advanced degrees from the Russian Academy of Theatre Arts (GITIS). Her scholarly contributions span over 86 publications, including analyses of Wajdi Mouawad’s work, Michael Chekhov’s pedagogy, and digital performance in crises. She actively engages in public discourse through interviews and media links, emphasizing the ethical and cultural dimensions of migrant theatre practices in Canada and beyond.

Zhao ZhaoView profile

Assistant Professor

• Wearable Systems
• Human-Computer Interaction (HCI)
• Human-Robot Interaction (HRI)
• +4 more

Zhao Zhao is an Assistant Professor at the School of Computer Science, University of Guelph. Her work focuses on wearable systems, human-robot interaction, and gamification for health and education. She holds a PhD from Carleton University (2019) and completed a postdoctoral fellowship at the University of Toronto (2019–2023) before roles at McMaster University and her current position. Education includes a BSc in Computer Science from University of Electronic Science and Technology of China (2011), MSc from Carleton University (2014), and PhD in Electrical and Computer Engineering (2019). Research interests span physiological computing, AI-assisted creativity tools, and adaptive systems leveraging wearable sensors. Key research areas include: 1) Wearable-based gamification for health and education, 2) Emotion sensing via physiological signals, and 3) Human-robot interaction enhanced by wearable data. Her lab uses Empatica EmbracePlus wristbands and Emotiv EEG headsets to analyze real-time physiological responses in diverse interaction scenarios. Recent publications (2020–2025) emphasize personalized exergame systems, child-robot interaction studies, and AI linguistic competency analysis. She actively seeks graduate students and industry partnerships in wearable technology, education tech, and HRI.

Andrew OsbornView profile

Associate Professor

• Lyric Poetry and Theory
• Literary Difficulty
• Modernism and Postmodernism
• +4 more

Andrew Osborn is an Associate Professor of English at the University of Dallas, serving as Director of the IPS-Literature Doctoral Program and Editor of The Wallace Stevens Journal . He holds a PhD from the University of Texas at Austin and an M.F.A. from the Iowa Writers' Workshop. His research focuses on poetic difficulty, lyric theory, formalism, and modernist/postmodernist studies. Osborn teaches courses ranging from literary traditions to creative writing, emphasizing close reading and interdisciplinary approaches. His scholarly work spans articles in journals like The Wallace Stevens Journal , Philological Review , and Contemporary Literature , exploring themes such as Stevens’s poetics, Keats/Shelley’s legacy, and Wittgenstein’s influence on literary analysis. He has authored poetry, including Plato’s Aviary , and contributed reviews to Chicago Review , Boston Review , and others, engaging with contemporary poets like Jorie Graham and Ann Lauterbach. Osborn’s keynotes, such as “Likings, Likenings, and the Push of Reading” (2014), emphasize the interplay between textual ambiguity and reader engagement. His academic leadership and editorial roles reflect his commitment to advancing interdisciplinary literary studies.

Kimberly HolstView profile

Clinical Professor

• Legal Writing
• Legal Education
• Legal Skills Pedagogy
• +8 more

Kimberly Holst is a Clinical Professor of Law at the Sandra Day O'Connor College of Law, Arizona State University, where she teaches Legal Method and Writing and upper-level legal skills courses. She served as the Dean’s Fellow for Innovation (2023–2024) and holds leadership experience as Immediate Past President of the Legal Writing Institute and former Chair of key AALS sections. Her work bridges legal education, rhetoric, and media. Research Interests: Her scholarship centers on legal writing pedagogy , narrative and rhetoric in legal discourse , and the intersection of law with media and popular culture . She explores how storytelling shapes legal advocacy, how media influences public understanding of law, and how legal education can evolve with technology and societal change. Her recent publications reflect a strong focus on legal education innovation , AI and assessment , rhetorical timing (kairos) , and the disciplinary identity of legal writing . The articles span from foundational skills like predictive writing to advanced topics such as burden-shifting in evidence and international legal developments. Scientific Awards: Global Skills Award (2017) Rocky Mountain Legal Writing Award (2022) She actively mentors students through Independent Study (LAW 781) and supervises Teaching Assistants (LAW 735), contributing to the development of future legal professionals. Her research is widely disseminated through ASU’s Faculty Scholarship Repository and SSRN, and she presents regularly to domestic and international audiences on pedagogical techniques. Labs and Teams: While no formal lab is mentioned, Professor Holst is deeply involved in national academic communities, including the Legal Writing Institute and the Association of American Law Schools, where she contributes to shaping legal education policy and practice. She collaborates across disciplines, particularly at the intersection of law, communication, and media studies.

• Multilingualism
• Language Acquisition
• Language Attrition
• +7 more

Bernhard Brehmer is a Professor of Slavic Linguistics at the University of Konstanz since 2020, holding a W3-professorship in Slavic Linguistics. He previously held academic positions at the Universities of Greifswald, Hamburg, and Tübingen, including a Juniorprofessur and W2-professorship. His research focuses on multilingualism, language attrition, heritage languages, and sociolinguistic aspects of Slavic languages. He earned his doctorate in Ostslavische Philologie from Eberhard Karls University of Tübingen in 2004 with a dissertation on politeness expressions in Russian. Brehmer has led numerous interdisciplinary research projects, including the DFG-funded 'Russian in Germany across Generations' (2021–2024) and the EU-funded 'Nachbarspracherwerb' initiative. His awards include the 2012 Junior Fellowship at FRIAS and the 2018 Sparkassen-Förderpreis for German-Polish collaboration. His scholarly contributions span monographs, edited volumes, and over 50 peer-reviewed articles. Key works include Politeness between Convention and Creativity (2009) and co-edited collections like Lost in Transmission (2020). He actively participates in academic governance, serving as director of Slavistik institutes and developing interdisciplinary programs like the Baltic Sea Region MA program. His research integrates corpus linguistics, sociolinguistics, and applied language policy, addressing contemporary issues such as minority language maintenance and digital language behavior.

• Cooperative Learning
• Formative Assessment
• Critical Thinking
• +7 more

Helena Santos Silva is an Associate Professor at the Department of Education and Psychology, School of Education and Psychology, University of Trás-os-Montes e Alto Douro (UTAD), Portugal. She is also an integrated researcher at the Center for Educational Research and Intervention (CIIE) at the University of Porto. Her academic work spans teaching methodologies, teacher development, and educational innovation. PhD in Education, Teaching of Biology and Geology, UTAD (2001) Her research focuses on cooperative learning , formative assessment , critical and creative thinking , and communities of practice . She emphasizes student autonomy, peer observation, and feedback mechanisms in learning. She has led and participated in significant projects such as FCT’s 'Critical Thinking in Network in Higher Education,' Erasmus+ 'Crithinkedu,' and the OECD initiative on fostering creativity and critical thinking. The analysis of her recent publications reveals a strong trend in evaluating cooperative learning strategies, validating assessment tools, and promoting critical thinking across educational levels, particularly in higher and secondary education. Her interdisciplinary approach integrates psychology, pedagogy, and technology. Scientific awards include: Two pedagogical innovation awards She has co-authored 10 educational books and numerous peer-reviewed articles. She has been involved in national and international projects, serving on scientific and organizing committees of key conferences. She supervises educators and conducts training in cooperative learning and formative assessment. She is a founding member of webPACT and Crithinknet, promoting critical thinking practices in Portugal. She is actively involved in research teams and labs such as LabDERE and CIIE, contributing to digital experimentation and educational intervention. Her work continues to influence teacher training and curriculum development in Portugal and across Europe.

Lesley FriendView profile

Lecturer

• Early Childhood Education
• Literacy Development
• Multimodal Learning
• +4 more

Dr. Lesley Friend is a Lecturer in the School of Education within the Faculty of Creative Industries, Education & Social Justice at Queensland University of Technology. With a PhD completed in 2020 from Australian Catholic University, Friend has established a robust research profile focused on early childhood literacy development, multimodal learning environments, and oral language practices in educational contexts. Friend's research interests center on Early Childhood Education , Literacy Development , and Multimodal Learning , with particular attention to how disruption affects educational practices. The work explores innovative approaches to teaching phonics through children's literature, examines social communication through gaming for children with autism, and investigates the impact of globalization on classroom practices in diverse cultural contexts. Friend's research demonstrates a strong commitment to practical applications in educational settings, particularly in developing substantive oral language skills for young learners. Analysis of Friend's recent publications reveals a clear trajectory toward understanding how multimodal communication, digital technologies, and sociocultural factors intersect in educational environments. The work spans from foundational classroom discourse analysis to cutting-edge research on virtual reality and multisensory makerspaces, showing both depth and breadth in educational research. While specific awards are not documented in the available materials, Friend's consistent publication record in reputable journals demonstrates scholarly impact. The research has been published in journals including International Journal of Science and Mathematics Education , Journal of Language, Identity and Education , and Learning, Media and Technology , reflecting interdisciplinary reach across education, linguistics, and technology fields. Friend has collaborated extensively with colleagues at QUT, particularly with Kathy Mills and Lynn Downes, suggesting active participation in research teams focused on language and literacy education. The work addresses critical contemporary issues in education, including how to maintain quality learning experiences during periods of disruption and how to leverage technology for enhanced educational outcomes.