Find Academic Supervisors

Daron AcemogluView profile

Professor

• Political Economy
• Economic Development
• Macroeconomics
• +6 more

Daron Acemoglu is a Professor at the Massachusetts Institute of Technology (MIT) , where he conducts research on political economy, economic development, technological change, and inequality . As a leading scholar in institutional economics, he explores how inclusive vs extractive institutions shape national prosperity and stability. His 2023 book Power and Progress examines AI's societal implications, while Why Nations Fail (2012) revolutionized development theory through historical institutional analysis. Research Focus : Macroeconomics, Labor Economics, Technological Displacement Key Theories : Institutional persistence, Directed technical change, Creative destruction dynamics Awarded with the Sveriges Riksbank Prize in Economic Sciences (2024) A.SK Social Science Award (2023) John Bates Clark Medal (2005) His empirical work spans historical and contemporary analyses , connecting medieval institutional development to modern economic outcomes. Recent publications examine AI regulation, automation's labor market impacts , and creative destruction forces . He serves as Faculty Co-Director at MIT's Stone Center on Inequality and contributes to Blueprint Labs .

Ľudmila JaškováView profile

Associate Professor

• Computer Science Education
• Accessibility
• Programming Education
• +3 more

Assoc. Prof. Ľudmila Jašková serves as Associate Professor in the Department of Didactics of Mathematics, Physics and Informatics at Comenius University's Faculty of Mathematics, Physics and Informatics (Bratislava, Slovakia). Her office (I 13) and active teaching schedule confirm current engagement in both research and education. Her research pioneers accessible computer science education for blind students , with three interconnected focus areas: Analysis of programming competition tasks (iBobor/Bebras) for blind learners Development of tactile microworlds and programming environments Design of adapted programming languages for secondary education This work bridges theoretical CS education with practical accessibility solutions, directly addressing barriers in computational thinking development. Her 2019-2021 publications demonstrate consistent output at major international venues (ISSEP, Constructionism), showing progression from problem analysis toward solution implementation. Teaching responsibilities span foundational courses ( Programming , Web Technologies ) and advanced pedagogy ( Selected Chapters in CS Teaching Theory ), reflecting dual expertise in computer science and education methodology. International collaborations with institutions across Slovakia, Czech Republic, Cyprus, and Ireland amplify her research impact through cross-cultural validation of accessibility approaches. While no specific lab is named, her work operates within the department's didactics framework, leveraging university resources for empirical studies with blind student populations. Prospective collaborators should note her unique niche at the intersection of inclusive education, programming pedagogy, and assistive technology design.

• Numeracy Education
• Financial Literacy
• STEM Integration
• +4 more

Alexandre Cavalcante is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Toronto's Ontario Institute for Studies in Education (OISE). His research program examines numeracy education through lenses of financial literacy, citizenship, and equity, with projects funded by SSHRC, Mitacs, and the Connaught Fund. He directs The Mathematizen Lab, which develops innovative pedagogical tools for diverse learners. His educational background includes a Ph.D. in Educational Studies from McGill University, an M.A. in Social and Human Sciences, and multiple bachelor's degrees (Engineering, Education, Science) from Universidade Federal do ABC, Brazil. Fluent in French, Portuguese, English, and Korean, he has taught mathematics in Brazil and Canada. Research Focus: Cavalcante investigates how numeracy education responds to societal transitions, emphasizing financial literacy, STEM integration, and culturally relevant pedagogies. His work addresses inequities in curricula and leverages digital technologies for inclusive learning. Publications: His recent articles analyze financial numeracy in textbooks, teacher knowledge of interest calculations, multilingual STEM tools, and crisis-era mathematics pedagogy. Trends highlight cross-national curriculum comparisons, technology-enhanced reasoning, and equity-driven frameworks. Grants & Projects: SSHRC: Enhancing algebraic thinking in primary grades (2023–2026) Mitacs: Informal entrepreneurship education via online platforms (2023–2025) SSHRC: Financial numeracy in Ontario mathematics (2022–2024) Connaught Fund: Epistemologies of simple/compound interest (2021–2024) Lab & Outreach: The Mathematizen Lab explores digital numeracy and multilingual resources. Cavalcante collaborates with schools to adapt curricula for urban settings and underrepresented youth.

• Educational Psychology
• Student Motivation
• Collaborative Learning
• +4 more

Toni Kempler Rogat serves as Associate Professor and Associate Department Head in the Department of Educational Studies at Purdue University's College of Education, where she also coordinates undergraduate research initiatives. Her academic credentials include: Ph.D. in Education and Psychology from the University of Michigan, Ann Arbor (2006) M.S. in Developmental Psychology from the University of Michigan, Ann Arbor (2002) B.A. in Elementary Education with Psychology from Goucher College (1998) Dr. Rogat's research program investigates motivational dynamics in collaborative learning environments, with particular emphasis on how cognitive, socio-emotional, and regulatory processes shape student engagement in inquiry-based science contexts. Her work bridges educational psychology and STEM education to develop frameworks for measuring productive disciplinary engagement during complex learning tasks. Analysis of her publication trajectory reveals consistent focus on collaborative group dynamics since 2006, with recent work expanding into science identity formation and curriculum-specific motivational responses. Her 2022-2024 publications demonstrate methodological evolution toward observational measures of engagement in authentic STEM tasks. Dr. Rogat leads externally funded research projects including an NSF grant developing multidimensional engagement frameworks (2017-2021), a Clifford B. Kinley Trust study on engagement norm fluctuations (2021-2022), and Spencer Foundation research on inquiry curriculum implementation (2017-2018). She directs research teams examining how teachers' autonomy-supportive practices and curricular features influence students' sustained motivation and identification as science learners, with implications for STEM persistence.

Klim ZaporojetsView profile

Research Fellow

• Natural Language Processing
• Information Extraction
• Entity Linking
• +3 more

Klim Zaporojets is a Marie Skłodowska-Curie Postdoctoral Fellow in the Department of Computer Science at Aarhus University, where he conducts research within the Data-Intensive Systems Group. His work bridges theoretical advancements and practical applications in natural language understanding. His research focuses on information extraction systems that connect textual content with structured knowledge bases. His methodology emphasizes leveraging external knowledge sources to enhance information extraction performance, particularly in document-level contexts where entities evolve over time. His work spans temporal relation extraction, entity linking, and biomedical text mining applications. The publication record reveals a strong focus on document-level information extraction with increasing emphasis on temporal aspects and knowledge integration. Recent work explores large language model applications for graph learning and calibration challenges in LLMs, showing evolution from traditional NLP tasks to cutting-edge foundation model research. His publications appear in top-tier venues including ACL, EMNLP, CIKM, and NeurIPS. His scientific recognition includes the prestigious Marie Skłodowska-Curie Postdoctoral Fellowship, supporting his research at Aarhus University. His work has produced several influential datasets including DWIE, TempEL, and BioDEX that have become benchmarks in document-level information extraction. Zaporojets maintains active collaborations with researchers at Ghent University (evidenced by his ugent.be email address) and has contributed to multiple interdisciplinary projects spanning computational linguistics, healthcare informatics, and knowledge representation. His technical contributions include open-source implementations of his research, demonstrating commitment to reproducible science.

Mary Bridget KustuschView profile

Associate Professor

• Physics Education Research
• Connections between mathematics and physics
• Use of multiple representations
• +3 more

Mary Bridget Kustusch is an Associate Professor in the Department of Physics and Astrophysics within the College of Science and Health at DePaul University. She specializes in Physics Education Research (PER) with a focus on how students develop conceptual understanding of physics through multiple representations and embodied experiences. Dr. Kustusch earned her BS in Physics from North Park University and her PhD in Physics from North Carolina State University. She completed a two-year postdoctoral fellowship at Oregon State University working on the Paradigms in Physics project. Her educational background has shaped her interdisciplinary approach to physics education research. Her research explores the connections between mathematics and physics learning, with particular emphasis on kinesthetic and embodied experiences as mediating resources for students. Current research projects focus on group decision-making processes and the development of meta-cognitive and sense-making skills in physics problem-solving. Drawing from physics, education, and cognitive psychology traditions, she employs mixed-methods research approaches that directly inform curriculum design and teacher development programs. Dr. Kustusch is an active member of the American Association of Physics Teachers and American Physical Society, where she has served as an invited speaker and session organizer at national conferences. Her scholarly work has been published in leading journals including American Journal of Physics , Physical Review Special Topics - Physics Education Research , The Physics Teacher , and Journal of College Science Teaching . As an educator, she applies her research findings to develop effective teaching strategies, particularly in thermodynamics and electromagnetism instruction. Her publications on right-hand rules, thermodynamic derivatives, and everyday science phenomena have influenced physics teaching practices at multiple institutions. A native Chicagoan, Dr. Kustusch maintains strong community connections, spending time with her extended family and enjoying the city's cultural offerings. She relaxes by knitting or reading science fiction and detective stories with tea. Not having owned a car since 2004, she frequently walks to the 'L' train for her commute to DePaul's campus.

• Control Systems
• Robotics
• Automation
• +5 more

Professor Dariusz Horla is a faculty member at the Faculty of Automation, Robotics and Electrical Engineering at Poznań University of Technology, where he works in the Institute of Robotics and Machine Intelligence. He holds the title of Professor with a habilitation degree (dr hab. inż.) in automation and control engineering. His research focuses on advanced control systems, particularly anti-windup compensation techniques, model predictive control applications for nuclear power plants, UAV control systems, and fractional-order controllers. Professor Horla has published extensively across these domains, with recent work addressing challenges in cooperative control systems, optimization methods for control applications, and practical implementations of advanced control algorithms in real-world systems. Analysis of his recent publications (2015-2025) reveals a strong emphasis on practical control applications, particularly in nuclear power plant systems and unmanned aerial vehicles. His work bridges theoretical control methods with industrial implementation challenges, often focusing on optimization approaches and stability considerations in constrained systems. Professor Horla has supervised multiple doctoral students and has developed significant educational materials in control systems and automation. His intellectual property contributions include inventions related to UAV height control systems, demonstrating the practical impact of his research. His academic service includes participation in habilitation committees and development of educational materials that have shaped control engineering education at Poznań University of Technology.

Wenhao YangView profile

Assistant Professor

• Augmented Reality
• Mixed Reality
• Human-Robot Interaction
• +5 more

Dr. Wenhao Yang is an Assistant Professor in the Department of Industrial and Systems Engineering at Lamar University, specializing in Augmented Reality (AR), Mixed Reality (MR), and Human-Robot Interaction for industrial applications. His work bridges immersive technologies with robotics to solve manufacturing and operational challenges. Education: Ph.D. in Engineering, Rochester Institute of Technology, 2023 M.S. in Mechanical Engineering, The Hong Kong University of Science and Technology, 2019 B.S. in Aerospace Engineering, Nanjing University of Aeronautics and Astronautics, China, 2018 Dr. Yang's research pioneers AR/MR system design for human-robot collaboration , with breakthroughs in telepresence interfaces , cybersecurity for gesture-based interactions , and registration accuracy . His projects—like AR-assisted assembly demonstration systems and mobile manipulators for hazardous environments—emphasize cognition-aware design to reduce user cognitive load while improving task efficiency. Key innovations include 97.03% accurate gesture recognition for password security analysis and global correction methods for video see-through AR misregistration. His 9 recent publications (2021-2025) reveal a cohesive trajectory: evolving from foundational AR-robot programming frameworks (2021) to advanced cybersecurity and assembly demonstration systems (2024-2025), consistently targeting real-world industrial implementation with rigorous evaluation via user studies and benchmark testing. Teaching: Courses include Collaborative Robotics, AI/VR for Industrial Engineering, and Computer Applications, integrating hands-on AR development with industrial case studies. Active Research: Current projects focus on next-generation MR headsets (2024) and telepresence manipulators, with historical work spanning AR maintenance systems, depth map completion, and telerobotic fitness instruction.

Evgeny OsipovView profile

Professor

• Artificial Intelligence
• Vector Symbolic Architectures
• Hyperdimensional Computing
• +3 more

Professor Evgeny Osipov is a full professor in Dependable Communication and Computation Systems at Luleå University of Technology, Department of Computer Science within the Department of Systems and Space Engineering. His research focuses on Communication and computing systems, with particular expertise in Artificial Intelligence frameworks. His educational background includes: PhD in Computer Science (Cum Laude) from University of Basel, Switzerland (2005) Licentiate of Technology in Telecommunications from KTH Royal Institute of Technology, Sweden (2003) Pre-doctoral school in Communication Systems from EPFL, Switzerland (1999) Engineer degree with Honors from Krasnoyarsk State Technical University, Russia (1998) Professor Osipov's research interests center around Vector Symbolic Architectures (also known as hyperdimensional computing), which serves as a bridge between symbolic and connectionist AI approaches. His work explores how mathematical properties of random hyperdimensional spaces can be leveraged for AI functionality, with potential applications in creating artificial general intelligence. His research is particularly relevant for low-resource machine learning tasks, such as those encountered in wearable Internet of Things devices. His recent publications (2024-2025) demonstrate a strong focus on improving classification performance using hyperdimensional computing techniques. He has explored confidence-driven training of centroids, implementations for spiking neural networks, and margin-based training approaches across numerous datasets to validate these techniques. Professor Osipov has received research funding from several notable organizations: Swedish Foundation for Strategic Research (grants UKR22-0024, UKR24-0014) Swedish Research Council (grants GU 2022/1963, 2022-04657) Luleå University of Technology Flemish Government Scholars at Risk (SAR) His active publication record across multiple high-impact journals indicates ongoing research activity and collaboration. His work on Vector Symbolic Architectures represents a significant contribution to the field of efficient AI computation, particularly for resource-constrained environments where traditional deep learning approaches would be impractical.

• Educational psychology
• Motivation
• Self-regulation
• +3 more

Dr Flaviu Hodis is an Associate Professor at the School of Education, Victoria University of Wellington, New Zealand. His research program interweaves theoretical, substantive, and methodological components, focusing on motivation, self-regulation, and learning. With expertise in advanced quantitative methods, he investigates how motivation orientations interact with personality, cognitive, and emotional factors to influence learning and self-regulation in educational settings. Dr Hodis holds a BSc from PUT and earned his MSc and PhD from Southern Illinois University System, Carbondale, United States. His academic journey has positioned him as a leading researcher in educational psychology with a focus on motivation and learning processes. His research interests span motivation , self-regulation , procrastination , and learning strategies . Hodis examines how distinct motivation factors and combinations influence student engagement, expectations of success, and value attainment in learning domains. His methodological expertise in advanced quantitative techniques supports his efforts to disentangle complex associations among motivation, learning, and self-regulation. Analysis of Hodis's recent publications reveals a consistent focus on motivation profiles, regulatory focus theory, and their implications for educational practice. His work frequently employs latent profile analysis and structural equation modeling to uncover patterns in student motivation and their relationship to learning outcomes. Key themes include the interplay between promotion/prevention orientations, basic psychological needs, and academic achievement. Dr Hodis actively supervises graduate students, currently mentoring three doctoral candidates investigating topics including learning strategies, ADHD and self-regulation, and self-regulation in twice-exceptional teenagers. He previously supervised a Master's student on psychological need satisfaction profiles. His research has been supported by a Royal Society of New Zealand grant titled "Motivation and Achievement: A Study of Complex Relations" (2013-2016). As a member of the School of Education Research Committee since 2014, Dr Hodis contributes to the academic governance of his institution while maintaining an active teaching schedule that includes courses on Learning and Motivation and Learning Environments.

Wojciech JędruchView profile

Associate Professor

• Feature Extraction
• Machine Learning
• Evolutionary Algorithms
• +7 more

Dr. Wojciech Jędruch serves as Associate Professor at the Department of Intelligent Interactive Systems within the Faculty of Electronics Telecommunications and Informatics at Gdańsk University of Technology. His academic profile shows consistent engagement in advanced research at the intersection of artificial intelligence, robotics, and cognitive systems. His research expertise spans multiple critical domains in modern AI development: Machine Learning techniques for dimensionality reduction Architectures for autonomous decision-making systems Self-organization principles in multi-agent frameworks Cognitive modeling for robotic applications Evolutionary approaches to system optimization Dr. Jędruch's work demonstrates strong interdisciplinary connections between computer science, cognitive psychology, and systems theory. Analysis of his publication record reveals a cohesive research trajectory focused on enabling intelligent systems to manage complexity through feature extraction and memory modeling. His work on shepherding problems demonstrates practical applications of autoencoders for managing large-scale agent collectives, while his research on economic modeling in multi-agent systems shows theoretical depth in emergent organizational patterns. As a member of the Department of Decision Systems and Robotics research team, Dr. Jędruch contributes to Gdańsk Tech's legacy in control theory that has evolved into contemporary artificial intelligence research. His work continues the institution's tradition of bridging mathematical systems theory with practical robotic implementations.

• Cognitive Psychology
• Visual Perception and Attention
• Multisensory Integration
• +4 more

Steven Blurton is an Associate Professor in the Department of Psychology at the University of Copenhagen's Faculty of Social Sciences, specializing in cognitive psychology with a focus on mathematical modeling of perceptual and decision processes. His research integrates computational approaches with experimental paradigms to investigate fundamental cognitive mechanisms. Research Interests: Visual perception and attention dynamics Multisensory integration across auditory and visual domains Mathematical modeling of response times and decision-making Theory of Visual Attention (TVA) frameworks Sequential sampling models for cognitive processes His recent publications demonstrate an evolving trajectory from foundational work on Wiener diffusion models (2012) toward increasingly sophisticated integrations of response time modeling with multisensory processing and executive function interventions, with significant contributions appearing in Psychological Review , Journal of Mathematical Psychology , and Vision Research . Current research within the KU 2016 "Dynamical Systems" program focuses on unifying accuracy and response time predictions through sequential sampling models. Key Activities: Principal Investigator in the DFF 8018-00014B project "Foundations of Response Time Measurement" (2019-2020) Active member of the Center for Visual Cognition research group His methodological expertise spans computational modeling, experimental design for perceptual tasks, and advanced statistical analysis of cognitive data, with applications spanning basic research and educational interventions.

• Mathematics Education
• E-Learning
• Artificial Intelligence in Education
• +3 more

Elena Safiulina is an Associate Professor at the Centre for Sciences, TTK University of Applied Sciences, and a Visiting Lecturer at Estonian Entrepreneurship University of Applied Sciences. Her academic journey includes a PhD in Mathematics (2013) and an MSc in Educational Technology (2024), both focused on innovative pedagogical approaches. Research Interests: Her work bridges mathematics education with technology, specializing in: AI-driven learning platforms and OER quality assessment E-learning optimization using automated assessment systems Geometry applications in engineering education Preventing AI-assisted cheating through pedagogical design Publication Trends: Recent works (2022-2025) demonstrate strong focus on: AI integration in STEM education Development of multilingual mathematical resources Innovative assessment methods for engineering mathematics Systematic analysis of edtech challenges in higher education Supervision & Projects: Supervised MSc candidate Anna Šeletski (2024) and contributed to 6 EU-funded projects including Erasmus+ initiatives like Gate2Math (OER development) and PRODIMOD (business process education). Secured €369,000+ in research funding.

• English Language Teaching
• Applied Linguistics
• Teacher Education
• +4 more

Associate Professor Monika Bader is affiliated with the Department of Language, Literature, Mathematics and Interpreting at Western Norway University of Applied Sciences (HVL) in Bergen. Her office is located at KRONSTAD A806 and she can be reached at +47 55 58 59 64. Her research interests focus on: English Language Teacher Education Formative Assessment Practices Grammar Instruction Methodologies Feedback Mechanisms in Writing Development Extensive Reading Programs for EFL Learners Translation Pedagogy Monika Bader teaches multiple courses including ENB802 (English 1, module 2 - Language and culture), MDIP550D (Master's thesis), MGBEN101 (English 1, module 1 - English language, literature and textual knowledge with subject didactics), MGUEN501 (English 3, module 1 - Teaching and Learning English), and MGUEN550 (English 3, module 4 - Master's thesis). Her recent publications (2018-2024) demonstrate a consistent research trajectory examining assessment practices in language teacher education. The work shows particular emphasis on how student teachers process and implement feedback, with practical implications for teacher training programs. Her research appears in reputable journals including the European Journal of Teacher Education and Assessment & Evaluation in Higher Education. Monika Bader is active in two research groups at HVL: Analyzing and assessing linguistic multicompetence (AALM) Researching Teacher Education, Language and Literature (RETELL)

• Mathematics Education
• Quantitative Reasoning
• Teacher Professional Development
• +8 more

Dr. Gregory D. Foley serves as the Robert L. Morton Professor of Mathematics Education in Ohio University's Patton College of Education, holding a courtesy appointment in the Department of Mathematics. His work bridges teacher education and mathematical sciences through research on secondary-to-postsecondary transitions. His scholarly foundation includes B.A. and M.A. degrees in Mathematics and a Ph.D. in Mathematics Education from The University of Texas at Austin. This background informs his expertise across the mathematical spectrum—from basic arithmetic to graduate-level theory. Dr. Foley's research revolutionizes quantitative education through his 5C model (Context, Compute, Communicate, Critique, Create), transforming mathematics from a gatekeeper to a gateway for critical citizenship. His investigations span Cognitively demanding task implementation Inquiry-based gateway course design Spatial thinking development Financial modeling applications Teacher professional development frameworks with particular emphasis on how quantitative reasoning empowers democratic participation. Analysis of his 2017-2025 publications reveals consistent focus on quantitative literacy as civic infrastructure, with growing emphasis on critical citizenship applications since 2021. His work increasingly examines international implementations while maintaining strong Ohio-based teacher development initiatives. As holder of the endowed Robert L. Morton Professorship, Dr. Foley demonstrates sustained scholarly impact through textbook development (including the 11th edition of Precalculus ), high-impact journal publications, and leadership in national mathematics education discourse. His research program actively engages international collaborators across Nepal and Kenya while supporting Ohio's teacher development networks. Current projects investigate how quantitative reasoning frameworks foster civic agency through financial literacy, data interpretation, and modeling of societal issues. Dr. Foley leads curriculum development initiatives that create accessible mathematical pathways, notably through the Advanced Quantitative Reasoning series which reimagines mathematics as relevant to students' lives and civic responsibilities.