Find Academic Supervisors

Natalie H. BritoView profile

Associate Professor

• Developmental Psychology
• Neurocognitive Development
• Early Childhood Development
• +3 more

Natalie H. Brito is an Associate Professor of Applied Psychology at New York University (NYU), affiliated with the Steinhardt School of Culture, Education, and Human Development. Her research focuses on how early social and cultural contexts shape neurocognitive development in infants and toddlers, particularly in areas of attention, memory, and socio-emotional skills. Prior to NYU, she completed a postdoctoral fellowship at Columbia University Medical Center and was a Robert Wood Johnson Health and Society Scholar. Dr. Brito’s work bridges developmental psychology, neuroscience, and public policy, emphasizing the need for equitable environments that support healthy child development. She has received prestigious awards such as the APS Rising Star Award and NIH grants, reflecting her impactful contributions to understanding developmental trajectories. Her research also extends to policy implications, such as the effects of paid maternal leave on infant brain function and the role of structural inequities in maternal mental health. Key themes include early life stress, gut microbiome influences, and the neurobiological underpinnings of cognitive development. Dr. Brito has published extensively in journals like Child Development , Developmental Cognitive Neuroscience , and JAMA Psychiatry , with a focus on innovative methodologies (e.g., the OWLET gaze-tracking tool). She teaches courses on developmental psychology and the principles of applied psychology, fostering interdisciplinary approaches to human development. Her scientific accolades include recognition from the International Society of Developmental Psychobiology and the American Psychological Association, underscoring her leadership in advancing developmental science and equity-focused research.

Sara BakerView profile

Professor

• Science of learning
• Executive functions
• Self-regulation in children
• +5 more

Professor Sara Baker is a Professor of Developmental Psychology and Education at the University of Cambridge's Faculty of Education and a Fellow at Darwin College, where she served as Vice Master from 2021-2024. She is also a 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO. Her work bridges cognitive science and educational practice, focusing on how children develop executive functions and self-regulation skills. Baker leads the Early Years Library project, co-founded the Research Centre for Play in Education, Development and Learning (PEDAL), and is a founding member of the Global Executive Functions Initiative. Sara Baker specializes in the science of learning, with research aimed at improving children's lives by identifying factors at home and school that support their agency over learning. Her work emphasizes developing executive functions and self-regulation through playful learning approaches. She uses lab-based experiments and collaborates with educators to translate cognitive science research into educational contexts. Her research spans multiple countries including the UK, USA, Mexico, Denmark, Slovakia, South Korea, Ghana, Rwanda, Nigeria, Kenya, South Africa, and more, reflecting a strong commitment to culturally relevant and globally applicable educational practices. Analysis of Professor Baker's recent publications reveals a strong focus on executive functions, self-regulation, and playful learning across diverse cultural contexts. Her work increasingly addresses cultural adaptation of assessment tools and educational practices, particularly for Global Majority countries. There's a clear trajectory from basic cognitive research toward practical applications in educational settings, with growing emphasis on teacher training, culturally relevant assessment, and the role of play in early childhood development. Her interdisciplinary approach connects developmental psychology, educational theory, and practical classroom applications. 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO Professor Baker leads the doctoral program in the Faculty of Education and serves as an Academic Project Director in the School of Humanities and Social Sciences. She is the Cambridge academic lead on the Close the Gap partnership between Cambridge and Oxford, focused on postgraduate widening participation. Her research has been funded by prestigious organizations including the Newton Trust, Cambridge Humanities Research Grant, Economic and Social Research Council, LEGO Foundation, Nuffield Foundation, and Office for Students/Research England. She actively supervises doctoral students and seeks highly motivated candidates for October 2026 entry whose research aligns with her focus areas. Professor Baker co-founded and is actively involved with the Research Centre for Play in Education, Development and Learning (PEDAL), which investigates how children's play affects their development. She leads the Early Years Library project, a curated collection of evidence-based practices for early years educators, and is a founding member of the Global Executive Functions Initiative. Her work with the Connections international professional learning network focuses on self-regulation, while the Close the Gap project addresses widening participation in postgraduate education between Oxford and Cambridge.

Michael LampsonView profile

Professor

• Cell and Developmental Biology
• Evolution
• Cell biology of meiotic drive
• +7 more

Michael Lampson is Professor of Biology at the University of Pennsylvania's School of Arts and Sciences, with secondary appointments in the Department of Cell and Developmental Biology. He serves as faculty in the Cell and Molecular Biology (CAMB) and Biochemistry and Molecular Biophysics (BMB) Graduate Groups, and is affiliated with the American Society for Cell Biology (ASCB). Ph.D., Cornell University, Weill Medical College, 2002 AB, Harvard College, 1994 Dr. Lampson's research program focuses on fundamental mechanisms of chromosome biology, with particular emphasis on cell division, centromere inheritance, and meiotic drive. His lab investigates how selfish genetic elements can violate Mendel's First Law through meiotic drive, the stability of centromere chromatin through the germline, and the role of repetitive satellite DNA in chromosome segregation. Using innovative approaches including mouse model systems, optogenetic tools, and biochemical techniques, his work bridges cell biology, genetics, and evolutionary biology to address questions with implications for reproductive biology, cancer, and genetic inheritance. Analysis of Dr. Lampson's recent publications reveals a strong focus on the intersection of centromere biology, meiotic drive, and chromosome segregation mechanisms. His work increasingly incorporates computational approaches alongside experimental systems to study evolutionary aspects of centromere function. The research demonstrates consistent innovation in methodology, particularly in developing optogenetic tools for precise manipulation of cellular processes. Key themes include the role of satellite DNA variation, mechanisms of non-Mendelian inheritance, and the stability of chromatin structures through cell division and development. Searle Scholar Award American Association for the Advancement of Science (AAAS) fellow Dr. Lampson's research is supported by multiple NIH grants including from NIGMS, NHGRI, NICHD, and NCI, as well as University of Pennsylvania funding sources including the University Research Foundation, Abramson Cancer Center, and several specialized research centers. He collaborates extensively with researchers across disciplines, including Ben Black (Biochemistry), Dennis Discher (Chemical Engineering), Dave Chenoweth (Chemistry), and Roger Greenberg (Cancer Biology), reflecting the interdisciplinary nature of his work. His lab has trained numerous graduate students and postdocs who have gone on to successful careers in academia and industry. The Lampson Lab maintains state-of-the-art facilities for cell biological, genetic, and biochemical research, with specialized equipment for live-cell imaging, optogenetic manipulation, and mouse genetics. The lab fosters a collaborative environment that bridges molecular, cellular, and evolutionary perspectives on chromosome biology.

• Medical Genetics
• Nephrology
• Genomics
• +3 more

Dr. Ian Wilson is a researcher at Newcastle University with a focus on medical genetics, nephrology, and genomic analysis. His work spans genetic determinants of kidney diseases, mitochondrial disorders, and biomarker development. Notable contributions include studies on uromodulin genetics in African populations, copy-number variations in rare diseases, and kidney ciliopathies. He has collaborated extensively on projects involving genome sequencing, mitochondrial replacement therapy, and muscular dystrophy biomarkers. Wilson's research integrates computational tools like machine learning for predictive modeling in urolithiasis and employs advanced imaging techniques for disease progression monitoring. Key areas: Genetic epidemiology, renal genomics, mitochondrial DNA analysis Focus on translational applications: Biomarker development for kidney stones and muscular dystrophies Interdisciplinary collaborations in ophthalmology and orthopedics His publications reflect a commitment to advancing diagnostic accuracy and understanding complex genetic disorders through multi-omics approaches.

Christopher WaltersView profile

Professor

• Labor Economics
• Economics of Education
• Applied Econometrics
• +5 more

Christopher Walters is a Professor at the Kenneth C. Griffin Department of Economics, University of Chicago, and previously served as an Assistant Professor at UC Berkeley (2013-2025). He is a Research Associate at the National Bureau of Economic Research, Research Fellow at IZA, and Faculty Affiliate at MIT's School Effectiveness and Inequality Initiative (SEII). PhD in Economics, MIT (2013) B.A. in Economics and Philosophy, University of Virginia (2008) Walters specializes in Labor Economics and the Economics of Education , focusing on school choice, early childhood interventions, and program evaluation. His work combines applied econometric methods with discrete choice modeling to analyze educational investments and labor market outcomes. Walters' recent publications examine class size effects, teacher quality impacts, and school finance policies, reflecting his interest in improving educational equity through rigorous empirical analysis. Research Fellow at IZA He collaborates with institutions like J-PAL North America and MIT Blueprint Labs, contributing to evidence-based policy design in education and labor economics.

Lieselotte AhnertView profile

Visiting Professor

• Developmental Psychology
• Attachment Theory
• Early Childhood Development
• +5 more

Lieselotte Ahnert serves as a Visiting Professor for Developmental Psychology at the Free University of Berlin's Department of Education and Psychology, specifically within the Department of Developmental Science and Applied Developmental Psychology. Her academic journey began at Humboldt University in East Berlin, where she studied psychology during a period of significant political change in the GDR. After completing her doctorate in 1982, she held various research positions including director of the Interdisciplinary Center for Applied Socialization Research (IZAS e.V.) from 1991-1996 and a visiting scientist position at the National Institutes of Health in Washington from 1996-1999. Prior to her current position at FU Berlin (since 2019), she was a Professor of Developmental Psychology at the University of Vienna from 2008-2019. Professor Ahnert's research focuses on early childhood development, attachment theory, and the specific contributions of fathers to child development. Her work examines how children develop within various caregiving contexts, including the transition from home to childcare settings, the effects of socioeconomic disadvantage on attachment security, and the unique role fathers play in children's language development and emotional regulation. She has conducted extensive research on stress responses in infants during childcare transitions and how care providers influence these responses. Her interdisciplinary approach draws from behavioral biology, genetics, neuroscience, pediatrics, and education to understand the complex interplay between genetic and environmental influences in early development. Ahnert's publication record demonstrates significant contributions to understanding father-child relationships, with recent work exploring how fathers' attachment security and education contribute to early child language skills beyond mothers' influence. Her research has also examined the 'terrible twos' phase, investigating how children cope with frustration and tantrums and how parents support them through these developmental challenges. She has published extensively in high-impact journals including Child Development, Developmental Psychobiology, and Attachment and Human Development. Professor Ahnert has received recognition for her expertise, including being commissioned to provide expertise for the Federal Chancellery of Austria in 2021. Her work has practical applications in early childhood education and intervention programs, particularly in understanding how public childcare can compensate for developmental risks in socioeconomically disadvantaged children. In addition to her research, Ahnert has made significant contributions to academic training and supervision. Her book publications, including 'It's the fathers who matter' (2023) and 'How much mother does a child need?' (2020), bridge the gap between academic research and public understanding of child development. Her work continues to influence both academic discourse and practical approaches to early childhood care and education.

Philip ZelazoView profile

Professor

• Cognitive development
• Developmental neuroscience
• Executive function
• +4 more

Philip Zelazo is the Nancy M. and John E. Lindahl Professor at the University of Minnesota's Institute of Child Development, where he investigates the development and neural bases of executive function. Previously, he held the Canada Research Chair in Developmental Neuroscience at the University of Toronto. His educational background includes: Honors BA from McGill University (1988) PhD with distinction from Yale University (1993) Zelazo's research centers on executive function—the conscious control of thought, action, and emotion—with emphasis on cognitive complexity, consciousness development through thalamo-cortical circuits, and the distinction between "cool" (dorsolateral prefrontal cortex-associated) and "hot" (orbitofrontal cortex-associated) aspects. His methodologies span experimental, cross-cultural, and electrophysiological (EEG/ERP) approaches, integrating theoretical frameworks like the Cognitive Complexity & Control theory and Levels of Consciousness model. Analysis of his 2017-2024 publications reveals consistent focus on executive function development across childhood, mindfulness-based interventions, socioeconomic impacts on cognitive development, and translational applications for education and mental health. His work increasingly addresses real-world implementation through NIH Toolbox measures and school readiness programs. His major recognitions include: Fellow of the American Psychological Association (APA) Fellow of the Association for Psychological Science (APS) Fellow of the American Association for the Advancement of Science (AAAS) Fellow of the Mind and Life Institute Boyd McCandless Young Scientist Award (APA, 1996) Canada’s Top 40 Under 40 Award 2025 Award for Distinguished Contributions to Developmental Psychology (APA) Zelazo actively mentors doctoral students (open to new advisees in fall 2026) and leads significant grant initiatives, including development of the NIH Toolbox Executive Function measures and NIH Infant and Toddler Toolbox "Cognition and Executive Function" assessments. His interventions target EF promotion in high-risk populations, such as preschoolers experiencing homelessness. He directs the Developmental Social Cognitive Neuroscience Lab, which examines neural mechanisms of executive function using EEG/ERP and behavioral paradigms, with recent projects on mindfulness training effects and socioeconomic adversity impacts.

Miriam SteeleView profile

Professor

• Intergenerational Patterns of Attachment
• Attachment based Interventions
• Prevention of Maltreatment
• +4 more

Miriam Steele serves as the Alfred J. and Monette C. Marrow Professor of Psychology at The New School for Social Research and Co-Director of the Center for Attachment Research. Her career bridges psychoanalytic theory with empirical child development research, focusing on attachment transmission across generations and clinical interventions. Her educational background includes a PhD from University College London (1990) and training as an Anna Freud Center psychoanalyst. She is a member of the Adult Attachment Interview Trainers’ Consortium and has co-edited seminal works including the Handbook of Attachment-Based Interventions (2018). Dr. Steele's research centers on intergenerational attachment patterns, with pioneering work establishing 'reflective functioning' as a key mechanism. Her NIH-funded studies examine attachment-based interventions for vulnerable families, while current projects explore body representation transmission, impacts of smartphone use on parent-child relationships, and embodiment in adolescence. She extends this work through interdisciplinary courses like 'Psychology for Designers' that connect psychology with Parsons School of Design. Analysis of her 15 most recent publications reveals sustained focus on longitudinal attachment studies from pregnancy through adolescence, adoption outcomes, and pandemic impacts on family dynamics. Her work increasingly integrates cross-cultural perspectives, as seen in studies of caste systems in India and global mental health frameworks. Notable awards include the 2017 Bowlby-Ainsworth Award from the Center for Mental Health Promotion, a $15,000 New School Research Cluster Award for 'The Body as Metaphor' (2013-2014), and a $900,000 MCH Research Program Award for 'Birth to Three' (2012-2015). As an educator, she teaches 'Child and Adolescent Global Mental Health' and mentors PhD/MA students through the Center for Attachment Research. Her grant portfolio demonstrates strong funding success in intervention development and longitudinal studies, with recent work securing support for digital media impact research. The Center for Attachment Research, co-directed with Howard Steele, operates as a multidisciplinary hub involving NSSR psychology students, Eugene Lang undergraduates, and international interns. Current initiatives include the Group Attachment-Based Intervention (GABI), Body Group studies examining physical disability impacts, and embodiment research in emerging adulthood.

Jasmine BegeskeView profile

Assistant Clinical Professor

• Inclusive Education
• Arts Education
• Assistive Technology
• +5 more

Jasmine Begeske serves as Clinical Assistant Professor of Special Education in Purdue University's Department of Educational Studies within the College of Education. She co-founded and directs CREATE: Center for Research and Equipment for Assistive Technology in Education, an AT library and makerspace providing hands-on opportunities for pre-service teachers to develop individualized solutions for students with disabilities using 3D printers, Cricut, and Glowforge equipment. Her educational background includes: PhD in Special Education with Cognate in Art Education from Purdue University MFA in Photography and Related Media from Purdue University MS in Secondary Education (Special Education specialization) from Indiana University Northwest BFA in Photography with Art History minor from Indiana University Dr. Begeske's research program examines inclusive access to arts education through program evaluation and creative assistive technology development. Her experimental printmaking practice integrates individuals with disabilities as co-creators , while her scholarly work validates instruments measuring preschool arts accessibility and develops multisensory adaptations for students with visual impairments. She bridges art education and special education through evidence-based AT interventions . Analysis of her publication history reveals consistent focus on arts/special education intersections with increasing emphasis on empirical validation of accessibility instruments and multisensory adaptations. Her 2023 work on teacher education in art classrooms and multisensory adaptations demonstrates practical applications of her CREATE center's mission, while her 2022 instrument validation study establishes methodological rigor in measuring arts accessibility. Her scientific recognition includes: 2023 USSEA Outstanding Dissertation Award 2023 Purdue Focus Award for equity initiatives 2022 AEAI President's Award for EDI service Multiple Purdue University teaching and discovery awards (2020-2023) With 15+ years of teacher preparation experience spanning 100+ course sections, Dr. Begeske mentors doctoral students while securing grant funding including $100K from Purdue's Instructional Equipment Grant for CREATE. Her professional service encompasses state-level program reviews, academic standards committees, and leadership roles in Indiana Division of Early Childhood and CEC-DARTS. The CREATE center operates as a dual-space AT innovation hub with fixed location in Beering Hall and mobile carts supporting field experiences. It empowers pre-service teachers to prototype solutions addressing specific student needs while advancing Dr. Begeske's mission of making education universally accessible through technology and creativity.

• Psychology
• Theology
• Pastoral Counseling
• +7 more

Dr. Josip Bošnjaković is an Associate Professor at both the Catholic Faculty of Theology in Đakovo (part of Josip Juraj Strossmayer University in Osijek) and the Croatian Catholic University in Zagreb. Ordained as a priest of the Đakovo-Osijek Archdiocese in 2003, he holds a doctorate in educational psychology from the Pontifical Salesian University in Rome (2012) and is a certified psychotherapist specializing in transactional analysis. He serves as the head of the Counseling Center in the Đakovo-Osijek Archdiocese and as president of the Croatian Society of Marriage and Family Counselors since 2019. His research interests bridge psychology and theology, with particular focus on empathy, compassion, trauma recovery, family dynamics, and spiritual resilience. Bošnjaković has developed an interdisciplinary approach that integrates psychological science with theological insights, particularly emphasizing how compassion functions as both a psychological mechanism and theological virtue. His work explores how spiritual resources contribute to psychological resilience, especially in crisis situations including war trauma, pandemic experiences, and family breakdown. Bošnjaković's recent publications (2024-2025) demonstrate a consistent focus on practical applications of psychological theory within pastoral contexts. His research shows how concepts from transactional analysis can enhance pastoral care, with particular attention to communication skills, conflict resolution, and emotional intelligence in religious settings. He has made significant contributions to understanding how spiritual practices support mental health and how religious communities can better address psychological needs. As an active member of professional organizations including ITAA (International Transactional Analysis Association), EATA (European Association of Transactional Analysis), and IAPR (International Association for the Psychology of Religion), Bošnjaković bridges academic research with practical counseling applications. He regularly contributes to professional development through workshops, conferences, and media appearances where he discusses psychological and spiritual aspects of contemporary challenges. His academic leadership includes directing the specialist study program in Propaedeutics of Psychotherapy and Theotherapy at the Catholic Faculty of Theology in Đakovo since 2023. Bošnjaković also serves on various academic committees including the Award Committee and Supervisory Board at his institution, and previously served on the Ethics Committee at the Croatian Catholic University (2013-2017).

Joachim CohenView profile

Professor

• Palliative Care
• End-of-Life Care
• Public Health
• +6 more

Joachim Cohen serves as Professor of Public Health and Palliative Care at Vrije Universiteit Brussel (VUB), where he co-chairs the End-of-Life Care Research Group alongside Professor Lieve Van den Block. He holds positions within the Family Medicine and Chronic Care school and leads the specialized End-of-Life Care Research Group department. With an h-index of 53 and over 9,824 citations, Cohen maintains a prominent position in international palliative care research. Dr. Cohen earned his Master's degree in Sociology in 2001 and completed his PhD in Social Health Sciences in 2007. His academic journey reflects a strong foundation in social sciences applied to healthcare contexts, particularly end-of-life decision making. Cohen's research focuses on critical aspects of end-of-life care including euthanasia practices, place of death patterns, public health approaches to palliative care, big data applications in healthcare, family caregiving dynamics, health services research, and quality indicators for healthcare assessment. His work bridges sociological perspectives with clinical practice to improve end-of-life experiences across healthcare systems. Analysis of Cohen's recent publications reveals a growing emphasis on digital health solutions for palliative care, compassionate community development, and cross-national comparative studies. His research increasingly incorporates mixed-methods approaches, combining large-scale population data with qualitative insights from patients, families, and healthcare providers. The trajectory shows expanding focus from individual end-of-life decisions toward systemic public health approaches that address community-level support structures. Kubler Ross Award for Young Researchers Young Investigator Award from the European Association of Palliative Care (2010) Prix Elisabeth Kubler-Ross (2007) Professor Cohen directs numerous research projects including IRP24 studying Compassionate Communities, FWOSBO61 on social connection in serious illness, and ANI387 adapting end-of-life aid skills training. His grant portfolio demonstrates strong funding support from multiple national and international sources. While specific student mentoring isn't detailed in available sources, his leadership of large research teams suggests significant supervisory responsibilities. The End-of-Life Care Research Group under Cohen's co-leadership functions as a multidisciplinary hub connecting sociology, public health, clinical medicine, and policy research. The group maintains strong international collaborations and contributes significantly to evidence-based policymaking in end-of-life care across Europe.

• Special Education
• Disability Studies
• Intellectual Disability Research
• +7 more

Professor Monica Cuskelly is a leading academic and researcher in the field of disability studies and special education at the University of Tasmania. She serves as Director of Research at the Applied Research Centre for Disability and Wellbeing (ARCDW), part of the Faculty of Education under the College of Arts, Law and Education (CALE). Her work focuses on intellectual disability, ageing psychology, and health psychology, with a strong emphasis on policy development and service delivery improvements. Professor Cuskelly has supervised numerous doctoral and masters students, contributing to research on topics such as inclusive education, disability policy implementation, and the social experiences of individuals with disabilities. Her research portfolio includes over 170 publications, with recent work addressing restrictive practices in disability care, maternal stress factors, and the impact of sibling relationships on developmental outcomes in children with disabilities. She has secured significant funding for projects such as the National Disability Insurance Scheme (NDIS) impact analysis, interventions for psychotropic medication reduction, and curriculum adjustments for students with intellectual disabilities. Notably, her work explores the intersections of policy, practice, and lived experiences to advance equitable outcomes for marginalized populations. Professor Cuskelly’s contributions extend to collaborative initiatives like the Australia-ASEAN Academics Forum and evaluations of early intervention programs for children with cerebral palsy. Her leadership in the ARCDW drives applied research aimed at improving quality of life for people with developmental, intellectual, or cognitive disabilities. Current projects investigate loneliness reduction strategies, criminal justice system supports for individuals with disabilities, and the role of siblings in developmental trajectories. Her academic career spans decades, with grants dating back to the 1990s, reflecting her sustained commitment to advancing disability research. She actively engages in policy discussions, serving as a conduit between academic findings and real-world applications. Professor Cuskelly’s interdisciplinary approach combines psychological insights with educational and healthcare perspectives, making her a pivotal figure in disability advocacy and research.

Jessica BorelliView profile

Professor

• Clinical Psychology
• Developmental Psychopathology
• Health Psychology
• +3 more

Jessica Borelli is a Professor of Psychological Science at the University of California, Irvine. Her research focuses on developmental psychopathology, examining links between close relationships, emotions, health, and development, particularly anxiety and depression. She specializes in harnessing relationship science to develop interventions for mental health improvement. Her work emphasizes culturally adapted interventions for low-income and ethnic minority communities, often collaborating with community agencies. Education: B.A., UC Berkeley Ph.D., Yale University (Clinical Psychology) Clinical Internship: UCLA Semel Institute NIC Postdoctoral Fellowship: University of Arizona Research Interests: Dr. Borelli’s work spans clinical, developmental, and health psychology. Key areas include attachment theory, emotion regulation, maternal mental health, and interventions targeting psychopathology. She is renowned for her research on relational savoring—a technique to strengthen therapeutic relationships—and its application in diverse communities. Her lab, the THRIVE Lab at UCI, focuses on health, relationships, and intervention strategies. Labs/Teams: Director of the THRIVE Laboratory, dedicated to studying health, relationships, and interventions. Collaborates with community partners to design accessible mental health programs for underserved populations.

Andrew CooganView profile

Professor

• Circadian Rhythms
• Chronobiology
• Sleep Disorders
• +4 more

Professor Andrew Coogan is a behavioral neuroscientist specializing in circadian rhythms, chronobiology, and sleep. He is a Professor at Maynooth University's Department of Psychology, part of the Faculty of Science & Engineering, and directs the Chronobiology and Sleep Research Laboratory. His research focuses on circadian clock function in human environments, with a strong emphasis on their impact on health conditions like ADHD, diabetes, and mental health. He holds a Bachelors from Trinity College Dublin and a PhD from University College Dublin, after which he worked in the UK before joining Maynooth in 2008, serving as Department Head from 2015–2021. Education: BSc (Trinity College Dublin), PhD (University College Dublin). Research Interests: His work spans circadian rhythms in disease contexts (e.g., ADHD, diabetes, Parkinson’s), sleep disorders, and societal impacts of light pollution. He investigates how circadian disruptions influence health outcomes, using interdisciplinary approaches combining neuroscience, chronobiology, and clinical studies. Recent studies focus on pandemic-related sleep changes, chronotherapeutics, and sleep timing in metabolic disorders. Publications & Grants: Over 120 peer-reviewed papers (H-index 44), funded by grants from Science Foundation Ireland, Health Research Board, and others. His articles analyze topics like vaccine timing, social jetlag in diabetes, and ADHD chronobiology. Collaborations span Europe, addressing global health challenges through circadian lens. Awards & Recognition: While no specific awards are listed, his extensive publications and leadership roles reflect significant scholarly impact. Advising & Teams: Supervised 11 PhD, 5 MSc, and 2 MD students. Leads the Chronobiology and Sleep Research Lab, collaborating widely on clinical and basic research projects. Future Work: Ongoing studies include circadian data collection in bipolar disorder (AMBIENT-BD) and societal-level sleep patterns post-pandemic. He advocates for evidence-based chronotherapeutic strategies in clinical settings.

Anna RemingtonView profile

Professor

• Autism Research
• Attention and Perception in Autism
• Employment of Autistic Adults
• +3 more

Professor Anna Remington is the Director of UCL's Centre for Research in Autism and Education (CRAE) and holds the title of Professor of Autism Research within the Department of Psychology & Human Development at University College London's Faculty of Education and Society. She joined UCL in 2013 and became CRAE's Director in 2017, focusing on research addressing autism's perceptual and cognitive strengths while emphasizing participatory methods involving autistic communities. Her work bridges academic research with practical initiatives, such as the Deutsche Bank internship program for autistic graduates. Anna completed her BA in Natural Sciences at the University of Cambridge before pursuing an MSc in Human Communication Science and a PhD in Developmental Science at UCL. Her postdoctoral roles included positions at UCL's Institute of Cognitive Neuroscience and Oxford University. Her research explores superior perceptual and attentional abilities in autism, translating findings into strategies for improving employment opportunities and societal inclusion. Her awards reflect her commitment to impact, including the UCL Knowledge Exchange Champions Award (2016) and ESRC Impact Prize (2020 finalist). She teaches on UCL's MA programs in Special and Inclusive Education, Educational Neuroscience, and Psychology of Education, supervising students across these disciplines. Collaborations extend to institutions like Birkbeck and City University, with enterprise initiatives such as Mini Manuscript (co-founded with Jake Fairnie). She actively engages in public events like the Brain Detectives Science Club and advises organizations on supporting autistic employees. Current projects include studies on autistic experiences in the family justice system, perceptual capacities in autism/ADHD, and promoting autistic employment through policy and practice.