Find Academic Supervisors

Pamela Beach is the Associate Dean, Research and Associate Professor of Language and Literacy at Queen’s University’s Faculty of Education. She holds an MA and PhD in Child Study/Developmental Psychology from the University of Toronto. With nearly a decade of elementary teaching experience, her research focuses on leveraging online and multimedia resources to enhance teacher education and professional development. Key projects include SSHRC-funded studies on teachers’ self-directed online learning, analysis of web analytics for literacy PD platforms, and cross-cultural studies of literacy practices in Montessori and Reggio Emilia schools. Her expertise spans early literacy development, critical literacy integration, and the use of technologies like eye-tracking and virtual classrooms in teacher training. She leads the Literacy Education Research Team, collaborating on projects such as integrating music into literacy education and evaluating virtual classroom tools for teacher candidates. Beach is also the author of Promoting Language and Early Literacy Development (2024), a practical guide for educators and caregivers. Current roles include supervising graduate students in the Language and Literacy program and overseeing research initiatives as Associate Dean. Her work bridges research, practice, and policy to improve literacy instruction and teacher learning in diverse educational contexts.

• Teacher Education
• Professional Development of Educators
• Online Learning Environments
• +4 more

Prof. Dr. Enkelejda Kasneci is a Distinguished Professor at the Technical University of Munich (TUM), leading the Chair of Human-Centered Technologies for Learning. She holds dual affiliations within TUM School of Social Sciences and Technology and TUM School of Computation, Information and Technology. Her research integrates AI, eye-tracking, and immersive technologies to advance educational paradigms. She directs the TUM Center for Educational Technologies and chairs the MSc program 'AI in Society.' Education: PhD in Computer Science from University of Tübingen (2013), M.Sc. from University of Stuttgart (2007). Earlier roles include Assistant Professor and Dean of Studies at University of Tübingen. Research Focus: Human-centered AI applications in education, multimodal interaction design, and privacy-preserving eye-tracking. Her work bridges technology and pedagogy through projects like AI tutor PEER, VR Classroom, and Privacy-Preserving Eye-tracking. Key Projects: Leads EU-funded projects VIVA (€1.125M), DigiProMIN (€163K), and SARA Kids (€244.8K). Active in policy initiatives like Europe’s AI Imperative. Awards: TUM Heinz Maier-Leibnitz Medal (2024), Liesel Beckmann Distinguished Professorship (2022), and Südwestmetall Research Prize (2014). Grants & Advising: Over €5M in secured funding across 12+ projects. Supervises 14+ PhD researchers and mentors postdocs in AI education and HCI. Labs & Teams: IT-Stiftung EdTech Lab houses advanced VR/eye-tracking setups. Research group includes 20+ members spanning AI, HCI, and educational technology.

• Human-Centered Technologies
• Artificial Intelligence in Education
• Multimodal Interaction
• +4 more

PD Dr. Lutz Rzehak is an academic staff member at the Institute for Asian and African Studies (IAAW) within the Faculty of Humanities at Humboldt University of Berlin, serving as a Teacher for special tasks specializing in Modern Iranian languages and the ethnography and cultural history of Afghanistan and Central Asia. His educational background includes: Oriental Studies/History from the State University of Leningrad (1985) Doctorate in Iranian Studies, Humboldt University of Berlin (1991) Habilitation in Central Asian Studies / Iranian Studies, Humboldt University of Berlin (2001) Dr. Rzehak's research spans Central Asian Studies , Iranian Studies , Ethnography , and Linguistics , with fieldwork focusing on Baloch, Pashtun, and Tajik communities. His work examines language evolution, social structures, and cultural practices through historical and contemporary lenses, particularly regarding Soviet influence and post-Taliban Afghanistan. Key contributions include grammatical analyses of Iranian languages and ethnographic studies of religious rituals and tribal systems. His recent publications (2016-2021) reveal consistent focus on Iranian language dynamics (especially Dari and Pashto), ethnic identity politics in Afghanistan, and cultural history of Central Asia. These works address language change mechanisms, ethnic consolidation strategies, and the interplay between tradition and modernity, often utilizing comparative linguistic and ethnographic methodologies. His scientific awards include: Heisenberg Fellow of the German Research Foundation Dr. Rzehak has held significant research positions including Research Associate in the Crossroads Asia Competence Network (2011-2016) and Heisenberg Fellow (2002-2011). While his CV does not list formal PhD advisees, his language lecturing and research supervision have mentored numerous students in Central Asian and Iranian studies through course instruction and fieldwork guidance. He has been actively involved in the Crossroads Asia Competence Network, a major interdisciplinary research initiative examining transregional connections and historical trajectories across Central, South, and West Asia.

• Central Asian Studies
• Iranian Studies
• Ethnography
• +3 more

Professor Lisa Kervin is a leading academic in early childhood education at the University of Wollongong (UOW), serving as Director of Early Start Research and holding a Professorial appointment in the School of Education. Her research focuses on young children’s literate practices, play-based learning, and digital technology integration in education. She leads the ARC Centre of Excellence for the Digital Child and has secured significant funding, including a 2025 ARC Future Fellowship exploring intergenerational play. Kervin was honored as a Member of the Order of Australia (AM) in 2024 for contributions to early childhood digital literacy research. She has supervised over 35 research students, many now in academic and leadership roles, and currently oversees seven doctoral candidates. Her work bridges theory and practice through collaborations with educators and industry partners, emphasizing interdisciplinary approaches to child development and policy influence globally. Education: PhD in Language and Literacy from UOW (2001–2004). Professional roles include Principal Fellow of the Australian Literacy Educators’ Association and Director qualifications from the Australian Institute of Company Directors. Her research spans digital childhood ethics, play pedagogy, and literacy curriculum design, with outputs impacting government policies and international educational frameworks. Ongoing projects include the ‘DigIQ’ program promoting digital literacy and ‘Playgroups for All Ages’ fostering intergenerational engagement. Grants and collaborations involve partnerships across six universities and 33 global organizations. Her teaching innovations include the Early Childhood Elevate Mentoring Program to support educators’ academic progression. Kervin’s work addresses critical issues like screen time impacts, STEAM education, and culturally responsive pedagogies, positioning her as a key voice in 21st-century early childhood education.

• Early Childhood Education
• Digital Literacy
• Child Development
• +3 more

Sophie Othman is a Lecturer at the University of Franche-Comté, affiliated with the Centre de Linguistique Appliquée (CLA) and the DEFLET department. She is actively engaged in research and teaching in language didactics, digital education, and innovative pedagogical practices. Her work spans multiple roles in research coordination, program leadership, and international academic collaboration. Research Interests: Her primary research areas include digital technology in language teaching and learning, design of online and distance learning environments, digital engineering in education, pedagogical innovation, comodal and hybrid training models, MOOCs, e-portfolios, and teacher training in ICT. She explores how digital tools transform language education, especially in multilingual and multicultural contexts. The recent scholarly output shows a consistent focus on post-pandemic educational transformation, AI integration in learning systems, and the design of flexible pedagogical scenarios. Her publications appear in journals such as ALSIC and in international conference proceedings, reflecting a strong engagement with digital pedagogy and language education innovation. Leadership and Service: Vice-President, Scientific and Pedagogical Commission, CLA – University of Franche-Comté (2021–present) Co-Responsible, TIPED Research Program, ELLIADD (2017–present) Scientific Coordinator, Innov'FLE Thematic Thursdays (2022–present) Former Coordinator, Master 2 FLE 'Political and Digital Environments' and FLE Track at CTU Besançon (2018–2020) Scientific Committee Member for international conferences (e.g., ADCUEFE, CEDIL, UBEST, EIAH) Expert reviewer for language didactics journals and collective works International trainer for the French Ministry and OIF in over 15 countries Projects and Grants: #ApproprIA: AI Appropriation in Education (2025–...) UNPEAA: Digital Use by Allophone Adults (2024–...) Innov'FLE: Innovation in FLE Teaching (2022–...) HUMANE: Digital Humanities for Education (2019–2022) ANR-IDEFI Innovalangues (2013–2016) Advising and Grants: While no formal students are listed, she has supervised research teams and mentored junior researchers through collaborative projects and editorial roles. She has secured national and international funding, notably through the ANR-IDEFI program, and contributes to large-scale educational initiatives supported by governmental and Francophone institutions. Labs and Teams: She is affiliated with the ELLIADD research laboratory (University of Franche-Comté) and was previously associated with LIDILEM (Université Grenoble Alpes). She leads and participates in interdisciplinary research groups focused on digital language education, teacher training, and innovation in didactics.

• Language Didactics
• Digital Technology in Education
• Online and Distance Learning
• +12 more

Eduardo Viana da Silva is an Associate Teaching Professor and Portuguese Program Coordinator at the University of Washington, affiliated with the Henry M. Jackson School of International Studies and Department of Spanish & Portuguese Studies. He received his Ph.D. (2014) and M.A. (2006) from University of California, Santa Barbara (UCSB) and Brigham Young University respectively, with additional certifications in language teaching and ACTFL OPI testing. His research focuses on Environmental Activism in Arts Open Educational Resources (OER) Critical Pedagogy Luso-Brazilian literature and culture Global Citizenship education Language curriculum development . The Bate-Papo OER textbook project, supported by UW Libraries and the Center for Global Studies, demonstrates his commitment to accessible education. Recent collaborations with Brazilian institutions highlight his environmental research in the Amazon and Pantanal regions. His work spans virtual exchanges, cybersecurity language training, and heritage language pedagogy. Scientific Awards 2020 Language Teacher of the Year (WAFLT) As a certified OPI examiner and active member of MLA, ACTFL, and AATSP, he bridges language instruction with broader educational initiatives. His courses range from elementary Portuguese (PORT 103, 105) to advanced cultural studies (PORT 365), reflecting his interdisciplinary approach.

• Applied Linguistics
• Luso-Brazilian Literature and Culture
• Portuguese Language Teaching
• +7 more

Thea Williamson is an Assistant Professor in the Department of English at Old Dominion University’s College of Arts & Letters. A bilingual literacy educator and former teacher of multilingual learners in Miami, New York City, Austin, and Maryland’s Eastern Shore, she focuses on writing as a tool for thinking, creative expression, and social change. Her teaching emphasizes critical theories like decolonization and critical race theory to explore literacy pedagogy and adolescent learning. Education Ph.D. in Curriculum & Instruction, University of Texas at Austin (2018) M.Ed. in Curriculum & Instruction, University of Texas at Austin (2012) B.A. in Spanish & Comparative Literature, Haverford College (2004) Research Interests Williamson investigates the sociopolitical dimensions of English Language Arts in culturally and linguistically diverse secondary schools, combining critical race theory, translanguaging, and discourse analysis. Her work highlights linguistic justice, anti-oppressive writing pedagogies, and the role of literacy in resolving alienation in educational spaces. Publication Trends Her recent publications explore critical race curriculum analysis, translanguaging in ELA classrooms, and adolescent writing identity. Key themes include racial equity in literature teaching, multimodal literacy engagement, and the role of self-reflection in empowering multilingual students.

• Literacy Education
• Critical Race Theory
• Writing Pedagogy
• +12 more

Amber B. Ray, Ph.D. , is an Associate Professor of Special Education at the University of Illinois Urbana-Champaign , where she develops strategy and self-regulation approaches to literacy instruction for students with disabilities and diverse learning needs. Her work emphasizes professional development for educators in writing and reading instruction. Education : Ph.D. in Learning, Literacies, and Technologies with specialization in Special Education from Arizona State University Research Focus : Dr. Ray’s work centers on Self-Regulated Strategy Development (SRSD) for improving writing outcomes across educational levels (elementary to adult learners). She investigates technology integration, professional development models like Practice-Based Professional Development (PBPD) , and equity in teacher preparation programs, particularly for racially/ethnically diverse candidates. Publication Trends : Recent studies (2023-2025) highlight SRSD applications for argumentative/informative writing in K-12 settings, PBPD for teacher training, and addressing systemic barriers like Praxis Core: Writing exam requirements through evidence-based instruction. Instructional Leadership : Dr. Ray teaches advanced courses SPED 440: Instructional Strategies I and SPED 441: Instructional Strategies II , focusing on inclusive pedagogy, legal compliance, and data-driven instructional design.

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

Ian Pitt is a Lecturer in Usability Engineering and Interactive Media at University College Cork (UCC). He leads the Interaction Design, E-Learning and Speech (IDEAS) Research Group, focusing on multimodal human-computer interaction, auditory interfaces, and accessibility solutions for visually impaired users. Pitt holds a D.Phil from the University of York, followed by research fellowships at Otto-von-Guericke University in Germany before joining UCC in 1997. His research interests include speech-based interfaces, e-learning systems, and accessibility technologies for blind users. Key projects include the EU-funded ENABLE Network (2011–2014) and prototype development for UniWink. He has secured significant grants, including €72,009 from IRCSET for voice analysis research and €19,478 from the EU for ICT-supported learning initiatives. Pitt has advised numerous PhD students, including Flaithri Neff (2011), Emma-Kate Crowley (2014), and current candidates Aine Kearns and Patrick Egan. His publications span journals like International Journal of Game-Based Learning and conferences such as ICCHP and ACM SIGACCESS. He has contributed to committees for conferences like CHI and the Irish HCI conference. Teaching modules include Usability Engineering, Human-Computer Interaction, and Digital Media Development. His work emphasizes inclusive design principles, with projects addressing navigation systems for blind students and adaptive e-learning frameworks. Recent research trends focus on ICT-delivered aphasia rehabilitation, emotional BCI interfaces, and multimodal learning systems. Collaborations include international partners through EU grants, reflecting his global impact in accessibility and educational technology.

• Human-Computer Interaction
• Auditory & Speech-Based Interfaces
• Accessibility Technologies
• +3 more

Arnab Nandi is a Professor of Computer Science and Engineering at The Ohio State University, with a courtesy appointment in Biomedical Informatics. He holds leadership roles including Steering Committee Member for the Human-in-the-Loop Data Analytics (HILDA) Workshop and has served as Workshops co-chair for SIGMOD 2025-26 and Demonstrations co-chair for SIGMOD 2024. His research focuses on bridging human interaction and data infrastructure, spanning database systems, human-in-the-loop data analytics, and next-generation query interfaces. Nandi's work emphasizes interactive data exploration through projects like DICE (Distributed Interactive Cube Exploration), GestureDB (Querying Beyond Keyboards), and Omni (Multimodal Data Exploration). His recent research explores integrating LLMs into database education, augmented reality interfaces for data analytics, and multimodal approaches to video querying. Nandi has received numerous honors including the NSF CAREER Award, Google Faculty Research Award, IEEE TCDE Early Career Award, and the University's Alumni Award for Distinguished Teaching. He was also named to Columbus Business First's '40 under 40' and became an ACM Distinguished Member in 2024. As an educator, he teaches courses including CSE 3241 (Introduction to Database Systems), CSE 5242 (Advanced Database Systems), and CSE 5251 (Introduction to Software Startups). His educational innovations include DBTutor, which integrates LLMs into database systems education. At Ohio State, Nandi co-founded the OHI/O Program, which fosters tech culture through hackathons, and The STEAM Factory, an interdisciplinary research collaboration network. Prior to academia, he was founder and CEO of Mobikit, a connected vehicles data analytics startup acquired by Azuga Inc. (a Bridgestone company). His research has been supported by the NSF and industry partnerships, with applications spanning precision agriculture (CropFusion), clinical data pipelines (ICARUS), and interactive visualization systems (Perceptvis).

• Database Systems
• Human-Computer Interaction
• Human-in-the-Loop Data Analytics
• +5 more

Dacia Dressen-Hammouda is a Professor of Universities at Université Clermont Auvergne, affiliated with the ACTé Laboratory (Activity, Knowledge, Transmission, Education). She co-leads Theme 1 ( Situations of knowledge transmission and learning ) and has held significant educational responsibilities since 2007, including designing and managing the Multilingual Technical Documentation Engineering and Multilingual Information Design programs. Her research spans English for Specific Purposes (ESP) , multimodality , indexicality , and intercultural rhetoric , with a focus on digital communication and AI integration in education. Research Themes include: Digital and multimodal supports in specialized English Genre-based pedagogies for professional and academic writing Intercultural challenges in second-language politeness negotiation Recontextualization of expert knowledge in digital media Indexicality as a framework for disciplinary identity analysis Article Trends highlight her work on multimodal literacy through instructional videos, indexicality in professional writing , and digital science communication . She explores how digital tools reshape genre mastery and how intercultural exchanges influence academic writing practices. Scientific Contributions include collaborations with researchers like Ciara R. Wigham and Susan Birch-Becaas , with projects such as the DILAN Project (Digital Language and Communication Training for EU Scientists). She has supervised PhD candidates Hamza Miftah and Nedjah Zerrouki , focusing on AI-driven writing support and multimodal travel blogs. Lab Engagement : As co-responsible for Theme 1 at the ACTé Laboratory, she integrates activity theory and ethnographic approaches to study writing as a social and pedagogical activity.

• Artificial Intelligence in Education
• Digital Communication of Science
• Specialized Languages
• +7 more

Miloš Pupavac is affiliated with Singidunum University in Belgrade, Serbia, where he contributes to research and teaching in foreign language education. His work spans both traditional and digital methodologies, with a focus on Russian language instruction and the impact of technology on pedagogy. Education: Master's and Doctoral studies in Russian Language and Literature and Language, Literature, Culture at the University of Belgrade. Research interests include the motivational role of textbooks, hybrid teaching models, translation reliability in the AI era, and the effectiveness of digital tools like AI-generated texts, e-books, and presentations in language classrooms. His publications often intersect foreign language teaching , educational technology , and pedagogical innovation . Recent publications (2021–2025) analyze challenges in online/hybrid teaching, AI integration, communication disruptions, and presentation-based pedagogy. These works reflect trends in technology-enhanced language learning and digital literacy . Contact: mpupavac@singidunum.ac.rs .

• Language Education
• Slavic Studies
• Educational Technology
• +3 more

Michelle Perry is a Professor in Educational Psychology at the University of Illinois, Urbana-Champaign, with appointments at the Beckman Institute for Advanced Science and Technology. Her research focuses on children's acquisition of mathematical concepts in elementary classrooms, teacher professional development through online platforms, and equity in STEM education. She has received NSF funding for projects examining gesture-based learning and statistical concept development. Education: Ph.D., The University of Chicago Research Interests: Mathematics education and cognitive development Online learning environments and teacher professional development Equity in STEM for underrepresented students Gesture-speech integration in education Statistical reasoning and virtual manipulatives Scientific Awards: Richard C. Anderson Professor of Cognitive Science of Teaching & Learning Recent Publications: 2025: Gesturing to understand abstract mathematical concepts 2025: Online video instruction and student engagement 2024: Teacher mindset theories and classroom observation skills 2023: Digital help-seeking and social presence Advising & Grants: Mentored NSF-funded projects on teacher development Collaborated with University of Chicago and NYU researchers

• Mathematics Education
• Educational Psychology
• Online Learning
• +3 more

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

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

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

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