Find Academic Supervisors

Carol BruzzanoView profile

Lecturer

• First-year writing
• Artificial Intelligence in Education
• Curriculum Development
• +4 more

Carol Bruzzano is a full-time Lecturer at the New Jersey Institute of Technology (NJIT), teaching ENGL101 and ENGL102 courses while pursuing an Ed.D. in Higher Education Leadership at Fairleigh Dickinson University. With 33 years of K-20 education experience including 25 years in New Jersey higher education, her current dissertation examines AI's impact on first-year writing curricula across state public universities. Her academic credentials include: Master of Education in Educational Administration from Saint Peter's University (1996) Bachelor of Arts in Fine Arts from Fairleigh Dickinson University-Metropolitan Campus (1991) Bruzzano's research centers on the transformative effects of artificial intelligence in composition instruction, with significant contributions to inclusive pedagogy and curriculum adaptation for diverse learners. Her work bridges educational leadership theory with practical classroom applications, particularly in developing AI-responsive writing curricula and strategies for STEM-focused humanities instruction. Analysis of her recent publications reveals a concentrated focus on AI integration challenges since 2021, with 8 of 15 recent articles addressing AI's implications for writing instruction, academic integrity, and classroom dynamics. Concurrently, she maintains strong research threads in differentiation strategies, intercultural understanding, and active learning methodologies across K-20 contexts. No major scientific awards are documented in the provided materials. Bruzzano's professional activities emphasize curriculum development and pedagogical innovation rather than traditional grant-funded research or student advising. Her current Ed.D. work represents a significant scholarly contribution to understanding AI's evolving role in foundational writing instruction.

Regina L. SurielView profile

Professor

• Science Education
• Multicultural Science Education
• Equity in STEM Education
• +5 more

Dr. Regina L. Suriel serves as a Professor in the Department of Teacher Education at Valdosta State University, where she teaches science education and research methodology courses across undergraduate and graduate programs while chairing multiple doctoral dissertation committees. Her academic qualifications include: Ph.D. in Science Education from the University of Georgia (2011) Post-Doctoral Fellowship at the University of Connecticut (2011-2013) M.S.Ed. in Science Education from Lehman College, CUNY (2002) B.S. in Science Education from City College, CUNY (1992) Dr. Suriel's research program centers on science teacher education and multicultural science education , with rigorous attention to equity and social justice in STEM. She investigates technology integration for science learning through qualitative and mixed methods, particularly examining how instructional design serves English language learners and underrepresented groups. Her scholarship consistently bridges theory and practice to address systemic inequities in science classrooms. Analysis of her 15 most recent publications reveals thematic continuity in advancing equity through curriculum development, teacher preparation, and critical pedagogy. Key trajectories include ecojustice in environmental science education, pandemic-responsive teacher training, and innovative uses of 3D modeling for conceptual understanding—demonstrating methodological versatility across workshop presentations, book chapters, and peer-reviewed articles. No scientific awards were documented in the source materials. Dr. Suriel maintains extensive mentoring relationships with teacher candidates, graduate students, and junior faculty, evidenced by her dissertation committee roles and pandemic-era partnership initiatives that sustained clinical experiences during educational disruption. Her collaborative work with schools demonstrates commitment to practical solutions for teacher development challenges. No laboratory facilities or dedicated research teams were specified in the available documentation.

Ruth WhittleView profile

Associate Professor

• Modern Language Pedagogy
• Women's Studies
• Narratives of Identity
• +3 more

Ruth Whittle serves as Associate Professor in the Department of Modern Languages at the University of Birmingham, recognized as a National Teaching Fellow (2014) and HEFi Fellow (2025) for her innovative contributions to language education. Her academic credentials include a PhD (1989), MA (1985), Staatsexamen I teaching qualification (1985), and PG Cert in Coaching and Mentoring with Distinction (Newman University, 2020). Whittle's research focuses on modern language pedagogy and women's studies, investigating narratives of identity across personal, gendered, professional, and national dimensions. She examines the psychological aspects of learning—particularly mindset and reflection in deep learning—and student transitions through critical educational phases. Her work emphasizes multicultural classroom dynamics and student-staff partnerships in diverse learning environments. Analysis of her publications reveals consistent evolution from foundational language teaching resources toward contemporary explorations of student psychology and identity construction. Recent works increasingly integrate pedagogical theory with practical applications for study-abroad programs and graduate skill development, reflecting growing emphasis on emotional intelligence in language acquisition. Key honors include: National Teaching Fellow, Higher Education Academy (2014) HEFi Fellow (2025) PG Cert Coaching and Mentoring (Distinction), Newman University (2020) Whittle actively supervises theses on identity narratives and pedagogical innovation while securing major research funding. She currently leads the DAAD-funded project 'Towards an Authentic (German) Language Classroom' (2025-2027) and previously directed 'Teaching German in a Transcultural World' (2022/23). Her grant portfolio demonstrates sustained success in securing German government and DAAD support for language education initiatives. She also contributes to university governance through the Chaplaincy Engagement Committee and Chaplaincy Committee.

Megan ConnorView profile

Assistant Professor

• Chemistry Education
• NMR Spectroscopy
• Instructional Practices in Chemistry
• +2 more

Megan Connor serves as Assistant Professor in the Department of Chemistry and Biochemistry within Samford University's Howard College of Arts and Sciences, specializing in chemistry education research with emphasis on NMR spectroscopy instruction and inclusive pedagogical approaches for diverse student populations. Education PhD in Chemistry, University of Michigan BS in Chemistry, University of North Carolina at Chapel Hill Research Focus : Dr. Connor employs eye-tracking and think-aloud methodologies to investigate cognitive processes in NMR spectroscopy learning. Her scholarship addresses systemic barriers in chemistry education through national faculty surveys examining evidence-based instructional practice adoption, departmental climate influences, and laboratory curriculum modernization across organic, inorganic, and analytical chemistry contexts. Publication Trends : Her 2020-2025 publications demonstrate consistent national survey leadership across chemistry subdisciplines, with recurring themes in NMR assessment instrument development, inclusive laboratory design, and the intersection of gender dynamics with spectroscopy education. Key contributions include the NMR-LRC assessment tool and frameworks for modular protein-centered analytical courses. Scientific Awards : No awards documented in source materials. Advising & Grants : Source text provides no details regarding graduate student mentorship or external research funding.

• information systems
• knowledge management
• open innovation
• +7 more

Isabel Maria Pinto Ramos is an Associate Professor with Habilitation at the Department of Information Systems, School of Engineering, University of Minho , where she leads the ISTTOS R&D Lab and contributes to the Algoritmi Research Centre . She has held leadership roles including Head of Department of Information Systems and President of the Portuguese Association for Information Systems . Her career spans academic, research, and international collaboration roles, including a Visiting International Professor position at the University of Münster, Germany. Academic Leadership : Doctoral Programme Director (2014-2019), IFIP TC8 Chair (2019-2023), Vice President for Membership Services at Association for Information Systems (2022-2025) Research Themes : Innovation management, knowledge systems, digital transformation, crowdsourcing, organizational memory, gender in STEM, and technology's socio-cultural impacts International Engagement : Collaborations with Carnegie-Mellon, University of Agder, Georgia State, and Federal University of Santa Catarina through research projects and mobilities Scientific Recognition : IFIP Outstanding Service Award (2009) IFIP Silver Core Award (2013) IIAKM Lifetime Academic Achievement (2021) Editorial Contributions : Associate Editor for Communications of the AIS (since 2020), editorial board member for Enterprise Information Systems , International Journal of Knowledge Engineering , and Revista de Administração Mackenzie Project Involvement : ERASMUS+, Horizon 2020, FP7 programs with focus on digital workplaces, knowledge management, and organizational resilience Her scientific output demonstrates consistent exploration at the intersection of Information Systems and Organizational Innovation , with recent works focusing on Digital Transformation (2021-2025), Crowdsourcing Platforms (2009-2016), and Organizational Memory (2005-2014). The 2023-2025 publications particularly emphasize Smart City Resilience , Multigenerational Workforce Challenges , and AI Development Democratization .

• Circular Economy
• Fashion Design Education
• Sustainable Fashion
• +4 more

Sofia Raquel Coelho Moreira is a Research Fellow at the Center for Textile Science and Technology (2C2T) at the University of Minho, pursuing a Ph.D. in Fashion Design through a joint program with the University of Beira Interior since 2021. Her work focuses on integrating Circular Economy principles into fashion design education through innovative teaching methodologies. Ph.D. in Fashion Design (2021–Present), University of Minho & University of Beira Interior Licenciatura in Fashion Design & Marketing (2018), University of Minho Licenciatura in Primary Education (2005), University of Aveiro Postgraduate in Adult Education (2006) and Special Education (2013) Her research explores sustainable strategies in fashion education, combining expertise in design, sustainability, and pedagogy. Recent projects include AI-powered upcycling frameworks and systematic reviews of circular economy practices in curricula. She has presented at international conferences like PAEE/ALE, Ciência 2024, and CIMODE, emphasizing project-based learning and non-formal education tools. Scientific Awards & Honors 3rd Place, Upcycling Project by TAP & Porto Fashion Week (2019) Multiple Bolsa de Excelência scholarships (2016–2019), University of Minho Bolsa de Estudo por Mérito (2018, 2020) Professionally, she has worked as a fashion designer, product manager, and patternmaker, alongside teaching roles in primary education and adult education programs. Her interdisciplinary approach bridges education and textile innovation, supported by grants from the Portuguese Foundation for Science and Technology (FCT).

Laura KortenView profile

Senior Lecturer

• Mathematics Education
• Inclusive Education
• Teacher Training
• +5 more

Laura Korten serves as a Senior Lecturer at the Institute for Basic and Inclusive Mathematical Education (GIMB) at the University of Münster, where she has held a permanent civil service position ( Studienrätin im Hochschuldienst auf Lebenszeit ) since June 2021. Her academic work focuses on inclusive mathematics education, teacher training, and design research methodologies, with particular emphasis on goal-differentiated learning approaches in heterogeneous classrooms. Her research interests span inclusive mathematics education , flexible arithmetic competencies , teacher diagnostic skills , and blended learning professional development . Korten specializes in creating learning environments where children with diverse abilities can engage with common mathematical content through individually tailored goals, particularly in the context of flexible mental arithmetic. Her work bridges theoretical design research with practical classroom applications, emphasizing cooperative learning situations and teacher support strategies for inclusive settings. Korten's scholarly contributions demonstrate consistent focus on patterns and structures in mathematics learning, with recent publications analyzing teacher development in inclusive contexts and the implementation of blended learning models for mathematics educators. Her research trajectory shows increasing emphasis on practical implementation of inclusive practices in German primary schools. As an active educator, Korten has taught numerous seminars and lectures at the University of Münster since 2019, including courses on language in mathematics instruction, performance assessment, and supporting children with mathematical learning difficulties. She has received research funding from the German Federal Ministry of Education and Research (BMBF) and the Ministry of School and Education of North Rhine-Westphalia for projects including GLUE (Gemeinsame Lern-Umgebungen Entwickeln) and Mathe inklusiv mit PIKAS. Korten is an active member of several professional organizations including the European Society for Research in Mathematics Education (ERME) and the Society for Mathematics Education (GDM). She regularly presents her research at national and international conferences and conducts teacher training workshops focused on implementing inclusive mathematics instruction.

• Livestock Health and Production
• Veterinary Science
• Animal Welfare
• +3 more

Dr Mandi Carr is a Senior Lecturer at the School of Animal and Veterinary Science, Faculty of Sciences, Engineering and Technology, University of Adelaide, based at the Roseworthy Campus. With over 25 years of experience in large animal veterinary practice, she plays a pivotal role in teaching livestock health and production across multiple degree programs including Animal Science, Veterinary Science, Veterinary Technology, Animal Behaviour, and Agricultural Science. Education: Master of Veterinary Science Diploma of Practice Management Graduate, University of Queensland Research Interests: Dr Carr’s research is deeply rooted in improving the sustainability, productivity, and profitability of farming systems. She focuses on enhancing livestock welfare and resilience, particularly in cattle, sheep, goats, and alpacas. Her work integrates veterinary science, animal behavior, and production systems to address real-world challenges in livestock management and health. Scientific Contributions: Her recent publications span a broad range of topics including veterinary education, antimicrobial resistance, genomics of respiratory pathogens in feedlot cattle, and clinical case studies in livestock. A strong emphasis is placed on translational research that directly benefits farmers and animal health professionals. Contact: Email: mandi.carr@adelaide.edu.au Location: Ground Floor, Corridor Building, Roseworthy Campus, University of Adelaide

• Education
• Educational psychology
• Educational technology
• +6 more

Tadashi ASADA is a Professor at the School of Human Sciences, Faculty of Human Sciences at Waseda University. With a Master's degree from Osaka University's Graduate School of Human Sciences (1985) and a Bachelor's degree from Osaka University's Faculty of Human Sciences (1982), he has established himself as a leading researcher in education, educational psychology, and educational technology. His research interests focus on teacher education, curriculum development, action research, mentoring, school learning, and the development of self-concept. ASADA's work explores the cognitive processes of teachers, classroom management strategies across developmental stages, and the implementation of school-based research (kounai-ken). He has extensively studied how teachers make decisions, develop expertise, and manage classrooms effectively while considering students' developmental needs. ASADA's recent publications (2023-2024) examine expert teachers' cognition processes, classroom management behaviors across elementary grades, and the teachability of nursing concepts. His research demonstrates a consistent focus on practical applications for teacher development, with an emphasis on understanding the relationship between teacher cognition, classroom management, and student learning outcomes. His work bridges theoretical understanding with practical classroom applications. Japanese Society for Educational Technology Research Incentive Award (前任校) 1994.10 ASADA has led numerous research projects funded by the Japan Society for the Promotion of Science, focusing on mentoring systems for novice teachers, teacher cognitive development, and educational technology applications. His work on the VR-based teacher training platform represents innovative approaches to capturing and transmitting teacher 'waza' (crafts/skills). He has also contributed significantly to understanding the role of kounai-ken (in-school lesson study) in teacher professional development, demonstrating how school-based collaborative inquiry supports individual teacher growth. His research extends to e-learning systems development, particularly through Waseda University's e-School initiative, where he has explored the effectiveness of live video streaming in online education and developed frameworks for evaluating student performance in technology-enhanced learning environments.

Tamara CarletonView profile

Senior Lecturer

• Radical Innovation
• Strategic Foresight
• Mechanical Engineering
• +3 more

Tamara Carleton , PhD, is a Senior Lecturer at the Department of Mechanical Engineering at Blekinge Institute of Technology , Sweden, and holds the UNESCO Chair in Anticipatory Leadership . She is also a Professor at Tecnológico de Monterrey (Mexico) and has held positions at Stanford University and Lappeenranta University of Technology . As founder and CEO of the Innovation Leadership Group , she advises organizations globally on innovation capacity-building. Research Interests : Radical Innovation Strategic Foresight Creative Pragmatics in STEM Engineering Design Systems Innovation Leadership Frameworks Publications Trends (2023-2025) focus on Creative Pragmatics for STEM education, DARPA-inspired innovation models , and moonshot metrics . Her work bridges mechanical engineering , educational reform , and organizational strategy . Scientific Recognition : Top 50 Women Leaders in Education (2023-2025) UNESCO Chair in Anticipatory Leadership Advising & Grants : She has led projects like Deeptech Innovation Academy and S3 Kickstart , funded by agencies like Tekes (Finland). Her Stanford doctorate in Mechanical Engineering explored DARPA's innovation practices .

• Information Science
• Information Seeking Behaviors
• Digital Information Services
• +3 more

Lillian Rozaklis is a Lecturer of Pharmacy Practice and Assistant Director of Assessment at Fairleigh Dickinson University's College of Pharmacy and Health Sciences. With a background in Information Science, she specializes in data-driven program improvement, evaluation capacity building, and multi-program assessment initiatives. BA, SUNY Geneseo MS, Syracuse University PhD, Drexel University Her research focuses on information-seeking behaviors , human-mediated question-answering services , and program evaluation methodologies . Recent publications examine the integration of Entrustable Professional Activities (EPAs) in pharmacy education and the evolution of reference services in digital environments. Dr. Rozaklis has also published extensively on user experience in academic libraries, including spatial analysis, digital reference systems, and ethnographic methods for understanding information behavior.

Michele W. McColganView profile

Professor

• Physics Education Research
• Augmented Reality in Physics Education
• Team-based Learning
• +2 more

Michele W. McColgan serves as Professor and Department Chair of Physics in Siena University's School of Science, where she has held progressive academic appointments since 2005. Her leadership spans curriculum development, physics club advisement, and departmental administration within this Catholic liberal arts institution located in New York's Capital Region. Her academic credentials include: Ph.D. in Physics, University of Alabama M.S. in Physics, University of Alabama B.S. in Optical Science, University of Rochester Dr. McColgan's research pioneers Physics Education Research methodologies, with emphasis on augmented reality applications for 3D physics visualization and team-based learning frameworks. She advocates for structured collaborative environments where students progress through preparation, readiness testing, application exercises, and summative assessments to build conceptual understanding, mathematical competence, and computational skills. Her work bridges theoretical physics with practical classroom implementation. Analysis of her 2017-2021 publications reveals consistent innovation in STEM pedagogy, particularly regarding remote learning adaptations during the pandemic, MATLAB integration in physics instruction, and assessment of conceptual knowledge. These works collectively advance evidence-based strategies for improving student engagement and mastery in physics education through technology-enhanced and collaborative approaches. As physics club advisor and research supervisor, Dr. McColgan mentors students in PER projects and outreach activities including senior symposia and community events. Her department leverages external funding from NASA, NSF, and DOE to support undergraduate research at facilities like CERN and international field sites, though specific grant leadership isn't documented in the source material. She directs hands-on instruction in electronic instrumentation where students build circuits, program microcontrollers, and construct robots. Her department fosters a close-knit academic community through small classes (

• STEM Education
• Technology Education
• Career and Technical Education
• +3 more

Kara Sue Harris serves as Professor in the Applied Engineering & Technology Management department at Indiana State University's Bailey College of Engineering & Technology. She currently holds multiple leadership roles including NCAA Faculty Athletic Representative (2025-present) and Faculty Fellow (2022-present), following previous administrative positions as Associate Dean (2013-2019) and Interim Dean (2017-2018). Education: Ed.D. in Career and Technical Education, Clemson University (2004) M.S. in Technology Education, Indiana State University (2000) B.S. in Graphics and Industrial Supervision, Indiana State University (1996) Her research focuses on STEM education equity , particularly addressing gender disparities through mentoring programs and recruitment strategies for female students. Harris investigates barriers in technology education pathways while developing frameworks for integrating engineering competencies into teacher preparation curricula. Her work bridges academic theory with practical interventions to enhance student success and faculty development in technical fields. Publication trends reveal consistent scholarship since 2006, evolving from foundational studies on teacher perceptions of laboratory environments toward contemporary research on structured mentoring systems for underrepresented STEM populations. Recent work emphasizes longitudinal impact assessment of intervention programs. Selected Awards: Bailey College Faculty Outreach Award (2025) CTE Legendary Leader (Indiana ACTE, 2016) Professional Contributions Award (ITEEA, 2013) Silvius-Wolansky Outstanding Young Educator Award (2007-2008) Harris has secured over $3 million in research funding, including two major US Department of Education grants totaling $5 million for the 'Strengthening Institutions Program' supporting student success initiatives. Her community engagement spans university committees (University Athletics Council, Teacher Education Council) and local STEM organizations including Sullivan County's STEM Youth Advisory Board and Northeast School Corporation's Strategic Planning Committee. She coordinates annual STEM Day @ State events and serves as Indiana BETA State Judge/Coordinator for Engineering Competitions, fostering K-12 university partnerships through hands-on learning experiences.

Oliver GriebleView profile

Professor

• Agile Project Management
• Service Engineering
• Business Information Systems
• +3 more

Oliver Grieble is a Professor at Neu-Ulm University of Applied Sciences within the Faculty of Information Management, holding critical leadership roles including Head of the Business Information Systems degree programme, Dual Studies Coordinator, and Head of the Competence Centre of Agile Product and System Development. His academic career spans over two decades with a consistent focus on practical applications of agile methodologies and service engineering in business contexts. Professor Grieble's research centers on agile project management frameworks, service engineering methodologies, and benchmarking systems for public and private sector services. He has pioneered approaches for implementing agile principles in academic education and developed model-based service management frameworks that bridge theoretical concepts with real-world applications. His work emphasizes collaborative development processes, performance measurement, and the integration of digital transformation strategies within organizational structures. Analysis of his publication trends reveals a clear evolution from foundational work in service modeling and benchmarking (2000-2005) toward contemporary applications of agile methodologies in educational settings and community practices (2016-2022). Key thematic threads include the development of practical implementation tools like agile methodology cards, systematic approaches to service benchmarking in municipal administration, and empirical studies on agile community knowledge transfer. His research consistently targets practical applicability with strong industry connections. He directs the Competence Centre of Agile Product and System Development, which serves as an interdisciplinary hub for advancing agile practices through industry-academia collaboration. The center focuses on developing implementation frameworks, conducting empirical studies on agile transformations, and creating educational resources for agile adoption across organizational contexts. Professor Grieble's leadership positions demonstrate his dual commitment to academic rigor and practical industry relevance within the business information systems domain.

Colleen M SeifertView profile

Professor

• Creative Problem Solving
• Design Science
• Cognitive Psychology
• +4 more

Colleen M Seifert serves as Arthur F Thurnau Professor and Professor of Psychology in the College of Literature, Science, and the Arts at the University of Michigan, with additional affiliation as Faculty Associate at the Research Center for Group Dynamics (Institute for Social Research). She directs the Design Science program, a Rackham Interdisciplinary Graduate Degree, and teaches graduate-level creativity courses alongside large-scale psychology methods instruction. Her research investigates creative problem solving through cognitive psychology lenses, focusing on memory and misinformation, divergent thinking, improvisation, and causal learning mechanisms. Applied work extends to design processes, eyewitness memory analysis, medical decision making, consumer behavior patterns, sustainability initiatives, and qualitative studies of group instruction in higher education. She develops evidence-based creative techniques to enhance design outcomes and problem-solving efficacy across domains. Recent publications (2019-2025) demonstrate consistent integration of cognitive psychology with design science, emphasizing human-centered design frameworks, perspective-taking in problem exploration, and improvisational techniques for idea generation. Her work bridges psychological theory with engineering practice, particularly in biomedical contexts and sustainability applications, while examining how cognitive exhaustion and structured heuristics influence creative output. Scientific recognition includes: Arthur F Thurnau Professorship As Design Science program director, Seifert leads interdisciplinary collaborations between psychology, engineering, and social sciences. Her Research Center for Group Dynamics affiliation supports investigations into team cognition during design processes, while her teaching innovations focus on scalable methods for developing creative competencies in large student cohorts.