Find Academic Supervisors

Mary BucholtzView profile

Professor

• Sociocultural Linguistics
• Language and Identity
• Language and Race
• +10 more

Mary Bucholtz is a Professor in the Department of Linguistics at the University of California, Santa Barbara (UCSB). She holds affiliations with multiple departments including Anthropology, Feminist Studies, Spanish and Portuguese, the Gevirtz Graduate School of Education, Comparative Literature, and Latin American and Iberian Studies. Her research integrates sociocultural linguistics with anthropological, gender, and social justice frameworks. Education: PhD in Linguistics, University of California, Berkeley (1997) Bucholtz's work examines how language shapes and is shaped by social identities, particularly among youth, through dimensions like race, gender, and cultural practices. She emphasizes community-centered research , linguistic activism , and interdisciplinary methodologies to address systemic inequalities. Recent publications explore affective agency in Latinx youth, educational equity, and antiracist linguistics. Her collaborative projects often involve partnerships with educational institutions and youth communities in California, focusing on translanguaging , Black language justice , and raciolinguistic ideologies . Grants from the National Science Foundation, Spencer Foundation, and Wenner-Gren Foundation support her research. She co-edited the open-access volumes Decolonizing Linguistics and Inclusion in Linguistics (Oxford University Press, 2024), alongside authoring White Kids: Language, Race, and Styles of Youth Identity (Cambridge, 2011) and Talking College: Making Space for Black Language Practices in Higher Education (Teachers College Press, 2022).

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development
• +5 more

Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.

Amir-MoazamiView profile

Professor

• Secularism
• Political Theory
• Gender Studies
• +6 more

Schirin Amir-Moazami is a Professor at the Institute of Islamic Studies, Freie Universität Berlin, within the Department of History and Cultural Studies. She leads the research and teaching profile Islam in Europe and serves as a Principal Investigator at the Berlin Graduate School Muslim Cultures and Societies since 2009. Education: PhD in Political Science/Sociology (European University Institute, 2004) Affiliations: Freie Universität Berlin, Berlin University Alliance (RePLITO), SCRIPTS Cluster of Excellence Her research focuses on political theory , critical secular studies , and Islamic practices in European public spheres . She examines how liberal-secular regimes produce knowledge about Islam, intersecting with gendered, racialized hierarchies and institutional inclusion logics. Recent work analyzes funding structures, research agendas, and epistemic frameworks shaping discourses on Islam in Europe. Key themes include racialization of minorities , secular governance of religion , and postcolonial critiques of liberal frameworks . She contributes to editorial platforms like the Trafo Blog-Essay Series and collaborates on projects addressing antimuslimischer Rassismus and liberal epistemic traps .

María Rivera MaulucciView profile

Professor

• Urban Education
• Science Education
• Science Pedagogy
• +7 more

María Rivera Maulucci is the Ann Whitney Olin Professor of Education and serves as the Education Program Director/Chair at Barnard College, Columbia University. She is a proud alumna of Barnard (Class of 1988) and has been a faculty member since 2004. Her work centers on urban education, science pedagogy, and teacher development with a strong commitment to equity and social justice. Education: BS, Barnard College, Columbia University MFS, Yale School of Forestry & Environmental Studies M.Phil, Teachers College, Columbia University Ph.D., Teachers College, Columbia University Her research focuses on how teachers learn to teach for social justice, emphasizing the role of language, identity, and emotions in teacher development. She employs qualitative research and evaluation methods to explore transformative pedagogical practices in urban science education. Her scholarship bridges formal and informal learning contexts and investigates the interplay between teacher agency and structural constraints. Her recent publications and presentations highlight a sustained focus on equity, critical science inquiry, teacher identity, and professional development. She has contributed extensively to journals such as Journal of Research in Science Teaching and Cultural Studies of Science Education , and has authored chapters on social justice, identity, and assessment in science education. Scientific Awards: Barnard College Emily Gregory Teaching Award (2018) National Association for Research in Science Teaching Equity and Ethics Scholar (2007) She is the Principal Investigator of the NSF-funded Barnard College Robert Noyce Teacher Education Scholars Program, which supports future science teachers in urban schools. She advises students and collaborates with national organizations, including the National Association for Research in Science Teaching, Association for Science Teacher Education, and American Educational Research Association. Her teaching includes courses such as Science in the City , Urban School Practicum , and Performance Assessment of Teaching . She is actively engaged in professional development initiatives and has led workshops on family engineering nights, multicultural pedagogy, and social justice in science education. Her lab and programmatic work centers on the Noyce Scholars Program, which functions as a living laboratory for preparing socially conscious science educators.

Jason FosterView profile

Assistant Professor

• Engineering Education
• Philosophy of Engineering
• Engineering Design
• +3 more

Jason Foster is an Assistant Professor at the Faculty of Engineering, University of Toronto, specializing in Engineering Education and Philosophy of Engineering . His work bridges rigorous academic inquiry with practical applications in engineering pedagogy. His research focuses on Research Through Design , aiming to redefine how design and education intersect. Key projects include analyzing the utility of design tools in small enterprises, developing coherent engineering requirements models, and creating open-source lab equipment for budget-constrained institutions. Recent publications highlight trends in engineering education, such as integrating multidisciplinary design, flexible project planning, and addressing intersubjective grading dynamics. His work emphasizes interdisciplinary collaboration, sustainable development, and systems thinking in curricula. He supervises graduate students through a junior colleague/collaborator model, prioritizing adaptability and critical engagement. No awards or formal honors are mentioned in the provided texts.

Annette Yoshiko ReedView profile

Professor

• Second Temple Judaism
• Early Christianity
• Jewish-Christian Relations
• +7 more

Annette Yoshiko Reed is the Krister Stendahl Professor of Divinity and Professor of New Testament and Early Christianity at Harvard Divinity School (HDS). She joined HDS in 2022 after roles at New York University, the University of Pennsylvania, and McMaster University. Her expertise spans Second Temple Judaism, early Christianity, and Jewish-Christian relations, with a focus on how ancient texts shape identity and difference. Key research areas include apocalypses, demonology, and the Old Testament Pseudepigrapha. She has authored or co-authored books such as Fallen Angels and the History of Judaism and Christianity and Demons, Angels, and Writing in Ancient Judaism . Education: BA from McGill University, MTS from Harvard Divinity School, and MA/PhD from Princeton University. Her work integrates Biblical Studies, Patristics, Jewish Studies, and Classics. She serves on the editorial boards of Texts and Studies in Ancient Judaism and Studia in Veteris Testamenti Pseudepigrapha , and chairs the Society of Biblical Literature’s “Jewish Christianity/Christian Judaism” section. A Fellow of the American Academy of Jewish Research, her current project explores the cultural power of forgetting in ancient Jewish history. Her research highlights marginalized writings like 1 Enoch and Pseudo-Clementine literature to bridge Jewish and Christian histories. Recent publications include studies on Enochic reception, rabbinic historiography, and demonology in ancient texts. She teaches at both HDS and Harvard’s Faculty of Arts and Sciences.

Jae Hoon LimView profile

Professor

• Intersectionality and equity in STEM education
• Diverse groups of student veterans in higher education
• Transnational Asian students and their families
• +1 more

Jae Hoon Lim is a Professor in the Department of Educational Leadership/Educational Research, Measurement, and Evaluation at the Cato College of Education, The University of North Carolina at Charlotte. She serves as Program Director for the Post-Master's Certificate in Qualitative Research and teaches qualitative research methods at both introductory and advanced levels. Ph.D., University of Georgia (2002), Elementary Education with Certificate in Interdisciplinary Qualitative Studies M.A., Korea University (1995), Education with focus on Educational Philosophy B.Ed., Seoul National University of Education (1990), Elementary Education Dr. Lim’s research focuses on intersectionality and equity in STEM education , particularly examining identity construction and systemic barriers faced by underrepresented groups including student veterans, Asian international female students, and African American girls. Her work addresses cultural barriers in educational transitions and critiques social/ethical dimensions of engineering education. Recent publications analyze racial disparities in veteran transitions to STEM careers , gender tightropes in transnational STEM education , and pedagogical strategies for marginalized student groups . Themes across her work include qualitative methodologies, educational equity, and intersectional analyses of race, gender, and class. Principal Investigator for $1.6M NSF grant on veteran education Co-PI for Department of Defense grants supporting student veterans Recipient of UNC Charlotte Faculty Research Grant for women veterans study Dr. Lim actively contributes to academic communities as an Associate Editor for the Journal of Women and Minorities in Science and Engineering and as former President/Chair of the Korean American Educational Researchers Association (KAERA). Her work bridges educational theory with practice through collaborations with institutions like Oxford University Press and Teachers College Press.

Kendall KingView profile

Professor

• Sociolinguistics
• Language Policy
• Bilingual Education
• +4 more

Kendall King is a Professor of Multilingual Education and Associate Dean for Graduate Education and Faculty Development at the University of Minnesota , College of Education and Human Development. With expertise in sociolinguistics and language policy, they coordinate the undergraduate TESL minor and lead research projects funded by the U.S. Department of Education through CARLA. B.A. Psychology, University of California, Santa Barbara (1991) M.S. TESOL, University of Pennsylvania (1993) Ph.D. Educational Linguistics, University of Pennsylvania (1997) Their research focuses on second language learning , bilingualism , and equity , particularly in contexts involving minoritized languages and immigrant/refugee populations. They examine how family and school practices influence language use and academic success, with a strong emphasis on native language literacy as a pedagogical resource. Recent publications analyze neoliberal influences on language policies, including critiques of state seals of biliteracy and bilingual parenting frameworks. Their work has shaped Minnesota's LEAPS Act (2014), promoting multilingual approaches for English learners. Collaborative studies with Martha Bigelow highlight literacy development in newcomer students. Scientific Awards: Distinguished Scholarship and Service Award (AAAL, 2024) Linda Duttenhaver Distinguished Alumni Award (UC Education Abroad, 2023) ACTFL Research Priorities Initiative (2019) Helen C. Bailey Alumni Award (2016) Imagine Fund Annual Award (UMN, 2014) CEHD Summer Research Award (UMN, 2012) King emphasizes responsive advising and co-publishing with PhD students, supporting their participation in conferences and departmental intellectual life. They co-lead initiatives to expand multilingual recognition through state biliteracy seals.

Achim RohdeView profile

Research Fellow

• Middle East History
• Gender Studies
• Orientalism
• +7 more

Dr. Achim Rohde is a Middle East historian serving as Research Fellow at the University of Hamburg's Asia-Africa Institute and Head of Memorial Development at the Lower Saxony Memorials Foundation. He holds a doctorate from Freie Universität Berlin and has held academic positions at institutions including Philipps University Marburg, Goethe University Frankfurt, and TU Berlin. Research Focus: Modern Middle East history (20th/21st century), gender studies, memory politics, and critical analysis of Orientalism and educational systems. Publications: 15 most recent articles span topics from Jihadist masculinity to post-2003 Iraqi education reforms , Tunisian democratization , and German academic discourse on non-Christian religions . Teaching: Courses on Arab Spring legacies, Islamic popular culture, and gender dynamics in Middle Eastern societies across multiple universities between 2002-2021. Academic Network: Collaborations with institutions like German Institute for Global Area Studies, Heinrich-Böll-Stiftung, and editorial work on comparative Middle East studies. Key Projects: Contributions to Social Contexts of Rebellion in Early Islamic Period (SCORE) , InterSaME , and RomanIslam Center for transcultural empire studies.

Michael DorschView profile

Professor

• Political Economics
• Public Economics
• Tax Morale
• +3 more

Michael Dorsch is a Full Professor and Head of the Department of Public Policy at Central European University (CEU) in Vienna, Austria. His academic career spans institutions like the American University of Paris and Université Paris II Panthéon-Assas, where he held visiting roles. He teaches political economics, public sector economics, and applied econometrics at undergraduate, master’s, and doctoral levels, contributing to programs such as Economy & Society and Sustainable CEU. Ph.D. in Economics, University of Illinois at Urbana-Champaign M.A. in Economics, Miami University B.A. in Economics, International Studies, and French, Miami University Dorsch’s research bridges formal theoretical modeling and empirical analysis, focusing on political economy dynamics, taxation, environmental degradation, and policy responses during crises like the COVID-19 pandemic. His work often examines how political institutions interact with economic outcomes, including studies on tax morale, democratic accountability, and investment screening mechanisms. His publications appear in leading journals such as the American Political Science Review and Journal of Comparative Economics . Recent accolades include the 2024 Dudley Seers Memorial Prize for his paper on policy evaluation in polarized polities. He actively engages in professional service as an associate editor for journals and co-organizer of academic conferences.

• Colonial studies
• Postcolonial studies
• Anti-colonial studies
• +12 more

Ajay Parasram is an Associate Professor cross-appointed to the Department of International Development Studies, Department of History, and Department of Political Science at Dalhousie University in the Faculty of Arts and Social Sciences. His work critically examines the colonial present through the lens of structural violence related to race, caste, class, and patriarchy. Dr. Parasram's educational background includes a BA (Honours) from Dalhousie University, an MA from Carleton University, and a PhD from Carleton University. His transnational, multigenerational experience as a byproduct of empire deeply informs his research and teaching approach. Parasram's research focuses on three primary interconnected areas: pluriversal sovereignty with particular attention to 19th century Sri Lanka's entanglements in the British empire; settler-colonial studies and decolonial options grounded in his experience as an immigrant to Mi'kma'ki; and a SSHRC-funded project examining the racialization of Asian international students to Canadian universities. His scholarship challenges conventional narratives of development, sovereignty, and citizenship, arguing that many contemporary structural forms of violence have roots in imperial encounters that have been sanitized of their colonial histories. His extensive publication record demonstrates consistent engagement with themes of coloniality, sovereignty, and racialization. Recent work shows an increasing focus on pluriversal approaches to sovereignty, settler-colonial critique, and the application of decolonial theory to contemporary political challenges. His scholarship bridges historical analysis with urgent contemporary concerns about racial justice, Indigenous sovereignty, and alternative political imaginaries. Among his notable recognitions are: SSHRC Insight Grant as Co-Investigator and project lead for the Halifax case study on racialization of Asian international students Founding Fellow at the MacEachen Institute of Public Policy and Governance (2019-2021) Chair and Program Chair of the Global Development Section of the International Studies Association (2019-2020) Parasram actively mentors graduate students interested in colonial, postcolonial, anti-colonial, and decolonial studies. His teaching includes courses on the colonial foundations of development studies, M.K. Gandhi, postcolonial politics, and activism. He has received research funding through competitive grants like the SSHRC Insight Grant, which supports his work on racialization experiences of Asian international students in Canadian universities. As a scholar-activist, Parasram engages with public discourse through media commentary, podcasts, and public speaking on issues of racial justice, colonial legacies, and decolonial possibilities. His work bridges academic scholarship with public engagement, challenging dominant narratives while offering alternative frameworks for understanding sovereignty, citizenship, and justice.

Liang GeView profile

Lecturer

• Digital Media
• Gender and Sexuality Studies
• East Asian Popular Culture
• +5 more

Dr. Liang Ge is a Lecturer at King's College London teaching across the Digital Humanities Department and Culture, Media and Creative Industries Department. Holding a PhD from King's College London's Culture, Media and Creative Industries Department, they specialize in the intersection of digital media, gender/sexuality studies, and East/Southeast Asian popular cultures. BLit in Chinese Language and Literature, Peking University MSc in Sociology (with distinction), London School of Economics and Political Science PhD in Culture, Media and Creative Industries, King's College London Their research explores digital intimacy, queer fandoms, and cultural production in Chinese digital spaces, with particular focus on danmei (male-male romance) literature and its socio-political implications. They examine how state power, platform capitalism, and fan communities interact within China's digital landscape, analyzing affective labor, censorship mechanisms, and identity formation through frameworks of ambivalence and queer theory. Liang Ge's scholarly contributions appear in leading journals including Media, Culture & Society , European Journal of Cultural Studies , and Asian Studies Review , with research trends revealing sustained engagement with digital intimacy commodification, state-fandom power dynamics, and postcolonial queer methodologies across East Asian contexts. Great Britain-China Educational Trust Award (2023) Kelly Quinn Scholarship, Association for Internet Researchers (2024) MeCCSA Journal Article of the Year Award (Shortlisted, 2024) Sino-British Fellowship (2021) As an active scholar, they serve on the Society for Cinema and Media Studies committee (2023-2025) and contribute to UN Sustainable Development Goals through research on gender equality and inclusive cultural participation. Their work bridges academic analysis with contemporary digital culture debates, particularly regarding LGBTQ+ representation in Sinophone contexts.

Jamie WilsonView profile

Professor

• Black History
• History of Race and Ethnicity
• Race and Ethnicity Studies
• +1 more

Professor Jamie Wilson serves in the Department of History at Salem State University, teaching courses including African American history, U.S. history, and specialized seminars on jazz culture and civil rights movements. His academic credentials include: PhD in History from New York University MA in History from New York University BA in History from the University of Delaware Wilson's research centers on Black History, Race and Ethnicity Studies, and United States History, with particular emphasis on 20th-century African American experiences. His work examines civil rights activism, cultural expressions like jazz, religious practices in Harlem, and health politics in Black communities, revealing systemic inequalities and community resilience. His publication trajectory from 1999-2023 shows consistent scholarly engagement with African American history through diverse formats. Books address foundational movements like the Civil Rights era and Black Panther Party, while journal articles explore nuanced topics including magico-religious practices, student protests, and health disparities in Harlem, demonstrating methodological range across social, cultural, and political history. No scientific awards are documented in available sources. While specific grant funding isn't cited, his extensive publication record and course development in African American history suggest sustained research activity. The absence of student listings or lab descriptions indicates either unpublicized mentorship or primary focus on independent scholarship.

Ralph E RodriguezView profile

Professor

• Latinx Literature
• Chicano Studies
• Critical Race Studies
• +8 more

Ralph E Rodriguez is a Professor at Brown University , affiliated with both the American Studies and English departments. His work bridges Latinx literature , Chicano studies , and critical race theory , with over two decades of academic contributions. Education : PhD in English (1997) and BA in English (1992) from the University of Texas and Old Dominion University respectively Research focuses on ethnic expectations in literature , transnational identity , and border relations . Current projects analyze multilingual writers and creative non-fiction narratives. Funded by prestigious institutions like the NEH , Woodrow Wilson Foundation , and Cogut Center for the Humanities , he has published extensively on topics including Chicana/o identity , racial surfaces in graphic art , and assimilation critiques . His teaching awards from Brown, Penn State, and University of Texas highlight his commitment to pedagogy that merges radical love with critical analysis . Collaborations with scholars like Valeria Luiselli and affiliations with the American Studies Association and Latinx Studies Association underscore his influence in interdisciplinary fields. Scientific Awards & Fellowships MLA Best Book Prize (2006) Cogut Center Faculty Fellowship (2014) NEH Younger Scholar (1991) Phi Kappa Phi & Sigma Tau Delta honor society memberships Students engage through courses on Latinx cultural theory , creative non-fiction , and contemporary fiction , reflecting his dedication to community-building in academic environments. His radical love pedagogy emphasizes dialogue, positionalities, and equitable knowledge production across identity markers like race, class, and gender.

Noella Binda NiatiView profile

Assistant Professor

• Education and International Development
• Hip-Hop Pedagogy
• Mixed Methods Research
• +2 more

Noella Binda Niati is Assistant Professor of Education and International Development at the University of Cambridge and Fellow of Jesus College. Her research examines youth-driven educative spaces addressing sociopolitical inequalities through Hip-Hop pedagogy and critical development frameworks in West/Central Africa. She co-leads projects including 'Coping with Failed Aspirations' and 'High Hopes and Broken Promises' exploring youth agency in Senegal. Niati's mixed-methods scholarship investigates reverse migration, epistemic disobedience, and language politics. She has worked with UNESCO's Regional Office in Senegal and holds affiliations with comparative education associations worldwide. She teaches in the MPhil Globalization and International Development pathway and undergraduate critical education studies.