Find Academic Supervisors

• Computer Science Education
• K-12 CS Education
• Programming Environments
• +4 more

Steve Cooper is a Senior Lecturer in the Department of Computer Science at Stanford University's School of Engineering. With a career spanning over four decades, he has established himself as a leading figure in computer science education research and practice, particularly in K-12 education and innovative teaching methodologies. Dr. Cooper's research centers on making computer science education more accessible and engaging for learners of all ages. His work emphasizes visual programming environments, curriculum development, and assessment strategies that support effective learning. He has been instrumental in advancing the field of computing education research through numerous publications and collaborations with prominent researchers in the field. His publication record demonstrates a consistent focus on educational tools, particularly the Alice programming environment which revolutionized introductory programming education through its visual, drag-and-drop interface. Analysis of his recent work shows increasing attention to language-independent assessment methods, community building among CS educators, and the evolving landscape of computing education research. Dr. Cooper has played pivotal roles in major educational initiatives including the development of the CSTA K-12 computer science standards and Stanford's MOOC programs. His collaborative approach is evident in his extensive co-authorship network spanning multiple institutions and research areas within computing education.

Amber Beth RayView profile

Associate Professor

• Special Education
• Writing Interventions
• Reading Instruction
• +3 more

Dr. Amber Beth Ray is an Associate Professor in Special Education at the University of Illinois. Her research focuses on developing evidence-based writing and reading interventions for students with disabilities, emphasizing self-regulation strategies and teacher professional development. She holds a Ph.D. in Learning, Literacies, and Technologies from Arizona State University. Her work spans K-12 and adult learners, addressing instructional methods to improve academic outcomes through structured approaches like Self-Regulated Strategy Development (SRSD). Recent studies include interventions for high schoolers with learning disabilities, multimedia-based vocabulary acquisition for adult English learners, and online professional coaching for middle school writing instruction. Her research collaborations emphasize practical applications in schools, including teacher training programs and strategies to reduce barriers in special education teacher recruitment. Dr. Ray's contributions bridge theory and practice, aiming to enhance equity in educational access and success.

• Information Systems
• E-learning
• Educational Technology
• +3 more

Marija Nikolić is a Lecturer in the Department of Information Technologies at the Faculty of Technical Sciences Čačak, University of Kragujevac. She holds a Master of Pedagogical and Technical Sciences from the Technical Faculty in Čačak, specializing in Informatics in Education. Her career spans over two decades in technical and educational institutions, focusing on integrating information technologies into education and improving teaching methodologies. She has contributed to projects like the ENGLIT initiative enhancing digital competencies in English language teaching. Education: BSc in Technology and Informatics (1998, Technical Faculty Čačak), MSc in Informatics in Education (2010, same institution). Professional roles include laboratory assistant, professional associate in Information Systems, and current lecturer position. She has authored/co-authored over 30 publications in journals and conferences, addressing e-learning, web technologies in education, and ICT applications. Research interests emphasize E-learning systems, multimedia content integration, and technology-driven educational efficiency. Recent work includes studies on smart education frameworks, challenges in digital learning environments, and ICT tools for student performance improvement. She actively participates in international conferences and contributes to textbooks like Informatics and Computing (2014). Her involvement in Erasmus+ projects addresses skills gaps in European industries, focusing on equality and innovation. She collaborates on initiatives like the AEQUALIS4TCLF program (2024-2028) targeting textile and footwear sectors. No scientific awards are explicitly listed, but her extensive publication record reflects scholarly contributions.

• English Language
• Applied Linguistics
• Translation Studies
• +3 more

Lidiјa Palurović is a Lecturer in English Language and Literature at the Department of Social and Humanistic Sciences, Faculty of Technical Sciences Čačak, University of Kragujevac. She has been employed at the faculty since 2005 and holds a BA (1997) and MA (2009) from the Faculty of Philology at the University of Belgrade, with ongoing doctoral studies in English Studies. Her roles include teaching English for Information Technology programs and serving as a translator/editor for scientific publications. Her research focuses on Technical English pedagogy, translation of scientific texts, and the impact of digital media on language learning. She has edited the Serbian Journal of Electrical Engineering since 2008 and contributed to numerous international projects like the Serbia Enterprise Development Project (USAID, 2006). Key publications include works on postmodern literary analysis, technical communication methodologies, and the role of social media in language acquisition. Her work spans over 50 publications, including translated monographs, peer-reviewed articles, and textbooks such as English Terminology in IT (2018) and English for Technical Students (2014). Her research emphasizes bridging technical disciplines with effective communication strategies, particularly in engineering and agricultural contexts.

Hui Fang SuView profile

Professor

• Mathematics Education
• STEM Education
• Project MIND
• +3 more

Hui Fang 'Angie' Su is a Professor and Lead Faculty of Mathematics Education at Nova Southeastern University's Fischler College of Education. She created Project MIND - Math Is Not Difficult®, a K-12 mathematics enhancement program implemented in hundreds of classrooms globally. Su was recently named one of Chapter 23's Positive Change Makers in the World 2023 and contributed to Florida's Next Generation Sunshine State Standards for Mathematics. Su's research focuses on innovative mathematics education approaches, STEM engagement strategies, and specialized methods for teaching mathematics to autistic students and gifted learners. Her Project MIND initiative has transformed mathematics instruction through creative pedagogical approaches that build conceptual understanding and reduce mathematics anxiety. Her publications demonstrate extensive work in mathematics education innovation, with recent articles examining arts integration in STEM, collaborative distance learning tools, geometry education games, and specialized mathematics instruction for autistic learners. Her research spans educational technology integration, special education adaptations, and curriculum development. Honors include: Presidential Award for Excellence in Mathematics and Science Teaching Governor's Points of Light Award Mathematics Teacher Educator of the Year (2009) Distance Learning Visionary Award (2013) Sun-Sentinel Community Service Award (2007) Su currently serves as President of the Florida Association of Mathematics Teacher Educators and has been recognized through the dedication of The Dr. Hui Fang Angie Su Neighborhood School House in 2015.

• Organizational Communication
• Strategic Communication Management
• Digital Transformation
• +5 more

Prof. Nicole Rosenberger Staub is a Professor for Organizational Communication and Management at the ZHAW School of Applied Linguistics, Zurich University of Applied Sciences. She also serves as Deputy Director of the Institute of Applied Media Studies. Her academic career spans over two decades, beginning with roles at the University of Zurich (PhD, M.A.) and professional experience as a Chief Communication Officer and Communication Manager in corporate and healthcare sectors. Her research focuses on digital transformation's impact on communication strategies, strategic communication management, reputation management, and organizational identity. Notable projects include leading studies on school communication during the digital transformation, energy discourse analysis, and corporate communication in crisis scenarios. She has authored/co-authored books on topics like 'Energiediskurs' and 'Strategisches Kommunikationsmanagement.' Rosenberger Staub teaches at both bachelor's and master's levels, including programs like 'Strategic Communication Management' and 'Digital Transformation and Communication.' She also leads professional development courses in leadership and communication. Her recent work emphasizes generative AI applications in communication and Swiss communication trends during digital transformation. Her professional service includes leadership in projects like 'Energy Mentors' and 'Communication with Foreign-Language Parents.' She frequently presents at international conferences (SGKM, EUKO, ECHC) and collaborates with institutions like Migros and the Swiss Federal Office of Energy.

Kirsten Dara HillView profile

Professor

• Literacy Education
• Multicultural Education
• Urban Education
• +3 more

Dr. Kirsten Dara Hill is a Professor of Reading and Language Arts at the University of Michigan-Dearborn’s College of Education, Health, and Human Services. She holds a PhD from Michigan State University and has extensive experience teaching in urban schools. Her research focuses on literacy education, multicultural pedagogies, and urban school dynamics, particularly in Detroit. Dr. Hill has published widely on culturally sustaining practices, parent networks, and the impact of school choice. She has also produced documentary films showcasing educational challenges in urban contexts, earning awards at international festivals. Education: Ph.D., Michigan State University (2006); M.Ed., Wayne State University (1998); AB.Ed., University of Michigan (1995). Research Interests: Literacy development, high-poverty urban schools, discourse analysis, and teacher preparation for social justice. Her work emphasizes bridging home-school partnerships and exploring how language supports literacy for minority students. Notable projects include the Best Classroom Project , which examines parent advocacy in Detroit schools. Grants and Awards: Recipient of Campuswide Scholars Grant (2022) and Research Initiation Grant (2019). Honored with documentary awards including the Detroit Trinity International Film Festival’s Best Short (2022). Professional Affiliations: Member of American Educational Research Association (AERA), Michigan Reading Association (MRA), and Literacy Research Association (LRA).

Akrivi KrouskaView profile

Assistant Professor

• Artificial Intelligence
• Multimedia Applications
• Social Networking Services
• +2 more

Akrivi Krouska serves as Assistant Professor in the Department of Informatics and Computer Engineering at the University of West Attica, Greece, while concurrently holding a PostDoc Researcher position in Intelligent Social Information Systems within the same department. Her academic trajectory spans teaching undergraduate and postgraduate courses at both the University of West Attica and University of Piraeus, complemented by prior experience as a Computer Science Teacher in Greek public schools under the Ministry of Education. Her academic foundation includes: PhD in Informatics from the University of Piraeus MSc in Information Systems from the University of Athens BSc in Informatics from the University of Piraeus Dr. Krouska's research program centers on Artificial Intelligence Systems with emphases on Adaptive Software and VR/AR Systems for educational contexts. Her work bridges Multimedia Applications and Social Networking Services to develop personalized learning technologies, consistently integrating pedagogical theories with computational approaches to enhance user engagement and knowledge transfer. Analysis of her recent publications (2021-2025) reveals dominant themes in AI-driven adaptive learning systems, where fuzzy logic, neural networks, and reinforcement learning enable dynamic personalization. Significant focus exists on virtual/augmented reality applications for skill development, alongside investigations into digital escape rooms and human-AI collaboration frameworks that merge cognitive science with educational technology. Her scholarly recognition includes: Academic performance scholarships Multiple Best Paper awards at international computer science conferences Dr. Krouska actively contributes to academic leadership through editorial roles as Guest Editor for journals including Frontiers in Artificial Intelligence and Entropy, alongside program committee engagements for conferences such as ITS and PCI. Her review activities span numerous publications in the research community. Based at the Laboratory of Educational Technology and e-Learning Systems (K10.124), her work environment supports innovation in educational software design, with particular emphasis on creating immersive, adaptive learning experiences grounded in empirical user studies.

Karen DuranyView profile

Senior Lecturer

• Aphasia
• Acquired Brain Injury
• Speech and Language Anatomy
• +3 more

Karen Durany is a Senior Lecturer in the Department of Communication Disorders and Sciences at the University of Oregon's College of Education, and also affiliated with the Disability Studies program. She directs undergraduate studies in the CDS program and founded Project AMP, promoting microphone use in classrooms to enhance accessibility for hearing-impaired students. Her expertise spans aphasia, acquired brain injury, and speech-language physiology. Education: PhD (2001), MA (1996) in Communication Disorders & Sciences from University of Oregon; BA (1991) in Communication Disorders from University of Colorado Her research focuses on family advocacy after brain injury, injury prevention, and innovative training methods. Key areas include developing multimedia tools for parent education, bicycle/sports safety programs, and collaborative clinical interventions. Publications emphasize evidence-based strategies for neurological rehabilitation and accessibility improvements. Awards: Not explicitly listed in text As Project AMP director, she addresses educational equity through technology adoption. Advising and mentorship roles are implied through her program leadership but no specific student names provided. Grants and lab affiliations not detailed in source text.

• Computational Linguistics
• Artificial Intelligence
• Image Understanding
• +3 more

Margaret M. Fleck is a Teaching Professor at the Siebel School of Computing and Data Science , University of Illinois, Urbana-Champaign. She holds a Ph.D. in Electrical Engineering and Computer Science from MIT (1988), an M.S. from MIT (1985), and a B.A. in Linguistics from Yale University (1982). Her research focuses on computational linguistics, unsupervised word segmentation, prosodic features in language modeling, and computer vision. She has contributed to systems like Envision and Schwa , which integrate programming language support for AI and linguistic research. Teaching is central to her work, with extensive development of courses like Discrete Structures (CS 173) and Artificial Intelligence (CS 440) . She emphasizes scalable educational materials, including textbooks, video lectures, and automated assessments. Fleck received the Rose Teaching Award (2019) for her pedagogical innovations. Her former advisees include faculty members such as Ramesh Raskar (MIT), Sang-Kyun Kim (Myongji University), and Cassandra Jacobs (SUNY Buffalo). She has supervised numerous PhD, MS, and undergraduate projects across linguistics, computer vision, and AI. Fleck’s work also extends to interdisciplinary systems, such as Rememberer for museum visit tracking and Rememberer for annotating personal experiences.

Olivia da Costa FialhoView profile

Assistant Professor

• Comparative Literature
• Cognitive Literary Studies
• Empirical Literary Studies
• +6 more

Dr. Olivia da Costa Fialho is an Assistant Professor in Comparative Literature at Utrecht University and Senior Researcher in Empirical and Computational Literary Studies at the Huygens Institute/KNAW. Her work focuses on 'Transformative Reading,' exploring how literature alters perceptions of self and others through interdisciplinary methods combining phenomenology, cognitive science, and digital humanities. Education: BA in Letters (Federal University of Rio de Janeiro), MA in Applied Linguistics (Federal University of Rio de Janeiro), PhD in Comparative Literature (University of Alberta). Postdoctoral research at Utrecht University, University of Oslo, and Huygens ING/KNAW. Research: Over 15 years of grant-funded projects (e.g., NWO, ERC Advanced Grant 'MORE'), totaling €3.5M. Key contributions include the theoretical-empirical model of Transformative Reading and its application in education and medical ethics. Collaborates with interdisciplinary teams in computational studies, AI, and software engineering. Awards: ERC Advanced Grant (2022–2027), NWO grant (2014–2018). Societal impact includes workplace leadership training, school curricula (Transformative Literature Teaching), and medical ethics education programs.

Mohammad MoshirpourView profile

Professor

• Applied Software Engineering
• Artificial Intelligence
• Machine Learning
• +7 more

Professor Mohammad Moshirpour is a faculty member at the University of California, Irvine (UCI), affiliated with the School of Information and Computer Sciences and the Department of Computer Science. As Director of the Software Engineering Practice and Education (SEPE) Lab, his work spans applied software engineering, artificial intelligence, machine learning, and educational methodologies. He emphasizes practical applications, collaborating with healthcare institutions (e.g., University of Calgary nursing faculty), industry partners, and academic institutions to address real-world challenges such as pipeline monitoring, video restoration, and dementia therapy through virtual reality. His research interests include software requirements engineering, AI-driven software development, and innovative education models like project-based learning (PBL) and hackathon-based assessment. He advocates for hands-on learning, comparing software engineering education to medical training. His SEPE Lab focuses on creating scalable, maintainable software solutions with a strong emphasis on AI integration. Key collaborations include work on parent-child interaction analysis via machine learning and video super-resolution techniques. Professor Moshirpour’s recent projects highlight cross-disciplinary innovation, such as leveraging federated learning for video enhancement and applying Monte Carlo methods to pipeline monitoring. His educational contributions include frameworks for agile teaching, automated feedback systems, and curriculum modernization. While no specific awards are listed, his work reflects a commitment to bridging theoretical research with practical implementation.

Bogdan VrusiasView profile

Visiting Professor

• Generative AI
• Large Language Models
• Foundation Models
• +6 more

Bogdan Vrusias is a Visiting Professor at the University of Surrey's School of Computer Science and Electronic Engineering (part-time). He concurrently serves as Global Head of AI and Data Engineering at The Economist. His academic journey began at Surrey as an undergraduate (BSc Computing and Information Technology, 1998), followed by a PhD in multi-modal information retrieval (2004) and an MBA (2010). He is a Fellow of the Higher Education Academy (FHEA). Education: PhD, University of Surrey (2004) MBA, University of Surrey (2010) BSc Computing and Information Technology, University of Surrey (1998) His research spans Generative AI, Large Language Models, Foundation Models, Machine Learning, Deep Learning, Cloud Computing, Natural Language Processing, and Computer Vision . His work focuses on developing scalable AI architectures and semantic technologies for real-world applications. Publications consistently explore semantic systems, neural networks, and multimodal information retrieval . Recent articles emphasize video annotation frameworks and P2P network architectures, while earlier work established foundations in self-organizing maps and feature selection for high-dimensional data. Awards: FHEA (Fellow of the Higher Education Academy) He previously directed UG/PG programs at Surrey and created pioneering courses like Web Hacking Countermeasures. His industry leadership includes founding tech startups and heading Amazon Web Services' AI/ML Specialist Solutions Architects team for EMEA. At The Economist, he drives AI and data transformation.

Fernand GobetView profile

Research Professor

• Cognitive Science
• Expertise Acquisition
• Computational Modeling
• +7 more

Fernand Gobet is a Research Professor at the Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science (LSE), and a Professor of Psychology at the University of Roehampton. His research focuses on expertise acquisition, computational modeling (e.g., the CHREST architecture), and cognitive science applications in education, decision-making, and scientific discovery. He leads major projects like the ERC-funded GEMS initiative exploring algorithmic theory generation. Education: MA (1986) and PhD (1992) in Psychology from the University of Fribourg, Switzerland. Appointments: Held roles at Carnegie Mellon University, University of Nottingham, Brunel University, and the University of Liverpool before current positions. Research Interests: Gobet investigates mechanisms underlying expertise development, including learning, memory, and attention in skilled individuals. He develops computational models to study cognitive processes like syntax acquisition and verb-marking errors. His work bridges disciplines such as AI, neuroscience, and philosophy, emphasizing interdisciplinary approaches to understanding expertise transitions and scientific methodology. Grants: Secured £1.8m (ERC Advanced Grant GEMS), £2.32m (LuCiD2), and £9m (LuCiD) from the ESRC, plus funding from the British Academy and Joseph Rowntree Foundation. Books: Authored Understanding Expertise (2015), The Psychology of Chess (2018), and co-edited Scientific Discovery in the Social Sciences (2019). Recent publications address computational scientific discovery and career transition expertise. Key Projects: CHREST architecture, GEMS (genetic model evolution), and MOSAIC+ (language development modeling). Active in computational theory generation and interdisciplinary collaboration.

Ryan ShawView profile

Associate Professor

• Knowledge Organization
• Philosophy of Information
• Digital Humanities
• +6 more

Dr. Ryan Shaw is an Associate Professor at the University of North Carolina. His expertise spans knowledge organization, philosophy of information, and digital humanities. He holds a PhD in Information Management & Systems from UC Berkeley, with a Designated Emphasis in New Media (2010), and a B.S. in Symbolic Systems from Stanford University. Shaw’s work focuses on historical periodization, linked data, and computational methods for organizing cultural heritage materials. His research includes the PeriodO project (NEH-funded), a gazetteer of historical periods, and the Editors’ Notes initiative (Mellon Foundation), developing collaborative research tools for humanists. He has received grants such as the 2012 IMLS Early Career Development Award for civil rights history digitization projects. His book chapter in The Discipline of Organizing (2014) earned ASIS&T’s Book of the Year award. Key research areas involve linking open data (e.g., LODE ontology), nanopublications for period assertions, and semantic tools for historical analysis. He explores intersections between information science and disciplines like sociology, philosophy, and archaeology. Shaw’s recent work addresses challenges in temporal modeling, digital epigraphy, and the ethics of computational historiography. Grants: IMLS (2012), Mellon Foundation, NEH Labs/Teams: PeriodO Project, Editors’ Notes, Electronic Cultural Atlas Initiative Key Tools: LODE ontology, PeriodO gazetteer His articles analyze topics like big data’s epistemological implications, collaborative scholarly notebooks, and the socio-technical dimensions of knowledge organization systems. He advocates for open, decentralized approaches to information infrastructure in humanities research.