Find Academic Supervisors

• Teaching and Learning Innovation
• Digital Pedagogy
• Student Engagement
• +5 more

Dr. Carina Ginty serves as Head of Teaching and Learning at Atlantic Technological University (ATU) with responsibility for Education Innovation & Transformation. She leads ATU's involvement in the N-TUTORR program, a €40 million NextGenerationEU-funded initiative focused on transforming teaching, learning and assessment through student empowerment, staff capability building, and digital ecosystem development in Irish technological universities. With 20 years of experience in higher education, Ginty has established herself as a leader in teaching and learning innovation at ATU, initiating numerous national and international projects in educational enhancement. Her educational background includes a PhD from Atlantic Technological University, an M.Litt. in Education from University of Galway, a Postgraduate Diploma in Public Relations from PRII, and a BBS (Hons) from Atlantic Technological University. Ginty's research interests focus on digital transformation in education, student engagement, Recognized Prior Learning (RPL), and career pathway development. Ginty's recent publications demonstrate a strong focus on educational transformation, with particular emphasis on student empowerment, digital pedagogies, and innovative assessment practices. Her work reflects a systematic approach to reimagining higher education through technology-enabled solutions and student-centered design principles. The trend in her research shows increasing attention to AI in education, sustainable futures, and micro-credentialing as pathways to address industry skill needs. Principal Fellowship with Advance HE (PFHEA), February 2025 President's Award for Outstanding Institutional Citizenship, 2022 As ATU lead for N-TUTORR Transforming Learning and sector co-lead for student empowerment, Ginty oversees a significant EU-funded program that has generated multiple impact case studies and publications. She also co-leads the HigherEd 4.0 project developing MyCareerPath.ie, a career and learning pathway platform transforming access to higher education. Her work with DigitalEd.ie has built digital teaching capabilities across ATU campuses, demonstrating her commitment to faculty development and educational innovation. Ginty chairs ATU's Learning, Teaching and Assessment Committee of Academic Council and leads a team coordinating professional development for 9 EU university partners through the EU Green Alliance Education Commission. Her leadership extends to developing knowledge platforms and digital ecosystems that support both staff and students in the technological university sector.

Dario PrandiView profile

Researcher

• Sub-Riemannian Geometry
• Neural Fields
• Control Theory
• +4 more

Dario Prandi is a Researcher at the Laboratoire des Signaux et Systèmes (L2S) within CentraleSupélec, located in Gif-sur-Yvette, France. His work bridges mathematical analysis, control theory, and neuroscience, with a focus on geometric models of vision and auditory processing. He holds a PhD from École Polytechnique (2013) and has authored numerous high-impact publications in journals like SIAM and IEEE conferences. Research interests span sub-Riemannian geometry, neural field equations, and mathematical neuroscience. Notable contributions include cortical-inspired models explaining visual illusions (e.g., MacKay and Poggendorff effects), sound reconstruction via bio-inspired geometric frameworks, and the application of control theory to image processing and neural dynamics. His work often combines advanced mathematical techniques with applications in biomedical engineering and artificial perception. Recent activities include developing homogeneous observers for cortical activity models and analyzing decay rates in nonlinear systems. He collaborates extensively with institutions like Inria and the University of Paris-Saclay, contributing to transversal research axes in energy, Industry 4.0, and health technologies. Labs/Teams: Member of L2S's research groups Modélisation et Estimation, Problèmes Inverses, and the Automatique et Systèmes department. His research aligns with interdisciplinary projects in geometric science of information and hypoelliptic diffusion processes.

• STEM Education
• Educational Assessment Practices
• Active Learning Classrooms
• +4 more

Dr. Richelle Marynowski is a Researcher at the University of Calgary's Faculty of Education, specializing in innovative educational practices and assessment strategies. Her work focuses on STEM education, classroom environments, and teacher professional development. She has co-authored studies on active learning classrooms, emergency remote teaching during the pandemic, and the impact of STEM courses on teacher efficacy. Key contributions include developing generative unit assessments to enhance student learning and exploring how physical classroom design influences student engagement. Her research integrates mixed-methods approaches, emphasizing both quantitative outcomes and qualitative insights from educators and students. Her research interests include authentic assessment practices, teacher training methodologies, and the intersection of pedagogy with emerging global challenges like pandemic-induced educational disruptions. Dr. Marynowski advocates for trauma-informed, equity-centered approaches in education and has explored barriers to teacher professional growth. She collaborates with international researchers and institutions, as evidenced by co-authored studies involving educators from multiple countries. Notable projects include a quasi-experimental study on active learning classrooms demonstrating the direct influence of classroom configuration on student engagement. Her work on generative unit assessments has redefined how educators evaluate student progress in mathematics, emphasizing dynamic, process-oriented evaluation. While no academic awards are explicitly mentioned in the provided texts, her prolific publication record indicates significant scholarly impact in education policy and practice. Dr. Marynowski's research also addresses high-stakes examinations, curriculum alignment, and the design of STEM education programs. She emphasizes collaborative approaches to education, such as peer review methodologies and participatory action research, to foster continuous improvement in teaching practices. Her contributions bridge theory and practice, offering actionable insights for policymakers and educators.

Svend Hauekrog ChristiansenView profile

Research Fellow

• Engineering Education
• Problem-Based Learning
• Sustainability in Higher Education
• +3 more

Svend Hauekrog Christiansen is a Postdoctoral Research Fellow at the Department of Sustainability and Planning within The Technical Faculty of IT and Design at Aalborg University. His work centers on mission-driven innovation in higher education, with specific expertise in problem-based learning, sustainability integration, and engineering education reform. He actively contributes to European initiatives addressing global challenges through academic innovation. His research interests focus on the intersection of engineering education and sustainability, examining how universities implement mission-driven strategies. Key areas include leadership experiences of middle management in innovation processes, student self-efficacy in project-based courses, and frameworks for embedding sustainability into curricula. His work emphasizes practical applications of problem-based learning to develop engineering competencies for global challenges. Christiansen's publication trends reveal a cohesive trajectory since 2023, consistently addressing mission-driven innovation in engineering education. His scoping review established foundational knowledge, while subsequent outputs—including a white paper on European engineering education reform and analyses of leadership experiences—demonstrate progression toward practical implementation strategies. The 2025 PhD thesis and self-efficacy study extend this focus to student outcomes and institutional vision-practice alignment. As Principal Investigator, he leads two significant projects: the completed PhD project 'Collaboration, leadership, and sustainability in higher education' (2022-2025) and the active initiative 'Involving and engaging students to become agentic co-creators in mission-driven innovation processes at AAU' (2025-2027). These projects secure research funding while advancing his core themes of student agency and sustainability integration. He actively participates in the PLAN Junior Researchers Network and co-organized the 2024 workshop 'Imagining a Sustainable Future and Realizing Potentials in Engineering Education,' demonstrating commitment to collaborative research communities focused on sustainable engineering education practices.

Alastair SmithView profile

Associate Professor

• Spatial Cognition
• Neuropsychology
• Developmental Psychology
• +3 more

Alastair Smith is an Associate Professor in Psychology at the University of Plymouth, leading the School of Psychology as Deputy Head and directing the Cognition and Behaviour Lab within the Brain Research and Imaging Centre (BRIC). His research focuses on spatial cognition, including navigation, spatial representation, and developmental/clinical aspects of spatial abilities across populations like those with Hydrocephalus, Williams Syndrome, and Autism. Methods include virtual reality, GPS tracking, and transcranial electrical stimulation. Teaching responsibilities include modules on Cognitive Psychology, Environmental Psychology, and research projects at undergraduate and postgraduate levels. He also oversees the Mind and Brain theme at the Plymouth Institute of Health and Care Research (PIHR). Research interests span spatial navigation deficits in clinical populations, neuropsychological drawing analysis, and the integration of technology (e.g., VR) for cognitive assessment. His work bridges laboratory and real-world applications, emphasizing ecological validity in spatial cognition studies. Notable contributions include studies on spatial learning in virtual environments, the role of landmarks, and the neural mechanisms underlying spatial memory. His lab explores both typical and atypical development, with a focus on aging and neurodevelopmental conditions.

Christopher David VigerView profile

Associate Professor

• Philosophy of Mind
• Philosophy of Language
• Cognitive Science
• +3 more

Christopher David Viger is an Associate Professor in the Department of Philosophy at Western University, holding a dual affiliation with the Rotman Institute of Philosophy. Based in the Western Interdisciplinary Research Building in London, Ontario, he serves as Assistant Department Chair and contributes to the Philosophy of Mind and Cognitive Science research domain within the Rotman Institute. His educational background includes foundational training in mathematics and logic, followed by retraining in philosophy at Carleton University under Andrew Brook. He completed his PhD in Philosophy at McGill University supervised by Paul Pietroski, after which he held postdoctoral positions at Tufts University (with Daniel Dennett), Dalhousie University, and the CUNY Graduate Center/Rutgers Center for Cognitive Science. Dr. Viger's research centers on the language-thought relationship , where he developed the Acquired Language of Thought Hypothesis (ALOT) challenging traditional LOT models. He argues conceptual structure interfaces specialized processing modules, with compositionality emerging from natural language rather than innate cognition. His newer work investigates neural connectivity to explain implicit bias, dual process theory failures, and limitations in brain training applications, aiming to improve critical thinking pedagogy. His publication trajectory shows consistent focus on foundational cognitive questions, with recent work (2018-2024) examining language ontology and interpretive effects, while maintaining engagement with core themes like conceptual compositionality and the binding problem. Early influential contributions addressed LOT critiques and philosophical logic puzzles. Key recognitions include: Marilyn Robinson Teaching Award (2008) SSHRC Postdoctoral Fellowship Rotman Faculty Fellowship in Philosophy and Neuroscience (2012-2014) Administratively, he served as Undergraduate Chair (2010-2014) while maintaining active research collaborations across institutions. His work bridges philosophy, cognitive science, and neuroscience through the Rotman Institute's interdisciplinary framework, with recent scholarship increasingly addressing educational applications of cognitive theory. Dr. Viger maintains strong institutional presence through the Rotman Institute's Philosophy of Mind and Cognitive Science domain, collaborating with researchers like Tim Bayne and Mel Goodale. His postdoctoral work with Daniel Dennett at Tufts established enduring connections to major cognitive science centers, reflected in ongoing engagement with CUNY and Rutgers research networks.

Miguel LuísView profile

Lecturer

• Employer Branding
• Management
• Social and Organisational Psychology
• +3 more

Miguel Luís serves as Marketing and Employer Branding Director at The Key Talent while maintaining an academic affiliation as a guest lecturer at ISCTE - Lisbon University Institute's Business School. With over two decades of industry experience, he founded Comunidade Employer Branding Portugal in 2015—a non-profit advancing employability and training in Employer Branding across Portugal. His corporate role focuses on technological solutions for People Management, bridging business strategy with human-centric organizational design. His educational foundation includes: Master's degree in Management from INDEG-IUL Degree in Social and Organisational Psychology from ISPA-IU Research interests manifest a dual trajectory: contemporary work centers on Employer Branding, Talent Management, and Organizational Psychology, while historical publications (1995-2015) reveal deep expertise in Artificial Intelligence, particularly multi-agent systems and semantic web technologies. This interdisciplinary nexus connects computational methods with human resource challenges—evident in works like "Enhancing Excel business tools" (2021) and "Context-Awareness System" (2008). His approach consistently applies technical rigor to organizational behavior problems, such as modeling observed behavior through Rhetorical Structure Theory (2022). Analysis of his 15 most recent publications demonstrates sustained innovation in agent-based systems, with evolving applications from pure AI (2008-2013) to business-integrated solutions (2021-2022). Key thematic threads include: Context-aware computing for adaptive organizational systems Semantic resource discovery in distributed environments Observation-based learning paradigms for human-agent collaboration Quantitative modeling of business processes Notably, his 2021 work transitions from theoretical AI to practical business tool enhancement, reflecting his career shift toward industry applications. Scientific recognition: No formal awards or fellowships documented in available sources Academic mentorship shows no current PhD/Master's advisees, consistent with his industry-focused role. While his pre-2015 research likely involved grant-funded projects (evidenced by semantic web publications), no active grants are referenced—current work operates through The Key Talent's commercial framework. His affiliation with ISCTE remains strictly as a guest lecturer, delivering specialized training without departmental integration. Organizational engagement centers on Comunidade Employer Branding Portugal's event management and training programs, with no dedicated research labs or academic teams indicated. His operational model leverages industry partnerships rather than traditional academic infrastructure, exemplifying practice-based knowledge transfer between corporate and educational spheres.

Irina HashmiView profile

Associate Professor

• Machine Learning
• Data Mining
• Evolutionary Computation
• +7 more

Irina Hashmi is an Associate Professor in the Department of Information Sciences and Technology (IST) at George Mason University (GMU). She holds a PhD and MS in Computer Science from GMU, and a BS in Computer Science and Engineering from the University of Dhaka, Bangladesh. Her research bridges computational science and biological challenges, focusing on machine learning applications in molecular interactions and drug design. She teaches courses in computer programming and object-oriented programming, emphasizing hands-on coding and problem-solving. Education: PhD in Computer Science, George Mason University MS in Computer Science, George Mason University BS in Computer Science and Engineering, University of Dhaka Research Interests: Dr. Hashmi applies machine learning and optimization techniques to solve complex biological problems, including protein-protein interactions, genome sequencing, and computational docking. Her work integrates evolutionary computation and stochastic methods to model molecular systems. Recent research emphasizes improving protein docking accuracy through probabilistic algorithms and machine learning frameworks. Teaching: She has taught courses such as IT 106 (Python Programming), IT 206 (Object-Oriented Programming), and IT 214 (Database Fundamentals). Her teaching philosophy emphasizes active learning and practical coding exercises. Publications: Her recent work spans computational biology and education, including hybrid learning models and protein docking algorithms. Key contributions include the idDock+ framework (2015) and probabilistic search methods for molecular interactions. Articles highlight interdisciplinary approaches between computer science and life sciences.

• Organizational Behavior
• Leadership Studies
• Creativity and Innovation
• +4 more

Andra Toader is a Senior Lecturer at the Business School of Manchester Metropolitan University. Her research focuses on team cognition, leadership, creativity, and organizational behavior. She examines how cognitive processes and team dynamics influence leadership effectiveness, ethical decision-making, and creative performance. Her work also explores the impact of environmental design on creativity and the role of knowledge recombination in innovation. Key research interests include team mental models, leadership accountability, and adaptive performance in dynamic environments. She investigates how organizational climates evolve over time and how task variation affects team learning transfer. Her experimental studies highlight the effects of environmental cues, such as nature-inspired designs, on divergent thinking and problem-solving. Her articles analyze micro-processes of knowledge integration in teams, dual ethical-creative goal conflicts, and the reinterpretation of problem-solving frameworks. Findings emphasize cognitive alignment, collaborative learning mechanisms, and the balance between ethical constraints and creative freedom. While no specific awards or grants are noted, her contributions bridge cognitive science and organizational behavior, offering insights for improving team performance and workplace environments.

Farshid SafiView profile

Associate Professor

• Mathematics Education
• K-12 Education
• Secondary Mathematics Education
• +5 more

Dr. Farshid Safi serves as Associate Professor and Associate Director for Teaching and Service in the School of Teacher Education at the University of Central Florida's College of Community Innovation and Education. With over 25 years of professional experience, he collaborates extensively with K-12 teachers and school districts across the United States and Canada, teaching mathematics from algebra to AP calculus in public schools while delivering university-level content and methods courses. His work bridges classroom practice with teacher education through conceptual, connected mathematical understanding. His educational qualifications include a Ph.D. in Mathematics Education from the University of Central Florida (2009), an M.A. in Mathematics with Specialization in Teaching from the University of Florida (2002), and a B.S. in Mathematics with a minor in Secondary Education from the University of Florida (1993). This foundation supports his commitment to developing coherent mathematical understanding across educational contexts. Dr. Safi's research centers on equitable teaching practices that foster conceptual and connected mathematical understanding for students and teachers. He integrates technology and dynamic software to enhance mathematical modeling and reasoning across K-12 levels, with particular focus on prospective teachers' development. His work addresses reasoning and sense making through interdisciplinary approaches that connect mathematical topics while centering equity and justice in educational practices. Analysis of his recent publications reveals a strong trajectory toward equity-centered mathematics teacher education, with recurring themes in ethnomodeling, multilingual learner engagement, and technology-enhanced instruction. His scholarship connects cultural traditions with mathematical concepts, applies mathematics to social justice issues like gerrymandering, and develops professional learning models that build mathematical belongingness through community-focused approaches. Dr. Safi actively mentors mathematics education doctoral students through collaborative research projects, books, and journal articles. He has presented over 150 times at conferences globally and serves on the Board of the Association of Mathematics Teacher Educators (AMTE), contributing to policy development that advances equitable mathematics education practices through the National Council of Teachers of Mathematics.

Markku NiemivirtaView profile

Professor

• Educational Psychology
• Motivation
• Learning
• +3 more

Markku Niemivirta is a Professor of Educational Psychology at the University of Eastern Finland (UEF), affiliated with the School of Applied Educational Science and Teacher Education under the Philosophical Faculty. He holds a Docent title in Educational Psychology and is the director of the KASVA doctoral program and chair of the board of FinEd, a multidisciplinary doctoral training network in educational sciences. His research focuses on the interplay between students’ motivation, learning, and well-being, with particular attention to developmental dynamics, math-related educational pathways, and quantitative methods. Key research interests include motivational profiles, academic well-being, perfectionism, and the impact of digitalization on learning. Niemivirta has led projects such as “Making the grade but feeling exhausted?” and “University students’ motivation and well-being during and after the pandemic.” He collaborates in research groups like MoLeWe (Motivation, Learning, and Well-being) and Learning in Digitalized Society (DIGS), exploring topics ranging from educational pathways to pandemic-era learning experiences. His recent publications highlight themes such as cross-domain motivational stability, perfectionism’s role in academic stress, and the developmental trajectories of self-concept and interest in mathematics. Niemivirta’s work bridges theory and practice, offering insights into improving educational outcomes and student well-being through evidence-based strategies.

Jon WhittleView profile

Professor

• Artificial Intelligence
• Machine Learning
• Cybersecurity
• +3 more

Jon Whittle Jon Whittle is a Professor and Director at CSIRO's Data61, Australia's national research center for data science, digital technologies, and AI. He leads a team of over 800 staff and affiliates, fostering collaborations with industries and over 30 universities. His work focuses on translating cutting-edge research into societal benefits through AI, cybersecurity, robotics, and computational science. Research Interests Whittle's research emphasizes Responsible AI , including ethical design patterns, governance frameworks, and human-values integration in software systems. He explores topics like AI risk assessment, foundation model architectures, and user-centric development for mobile apps and enterprise tools. His work bridges theory and practice, addressing challenges in AI adoption, transparency, and societal impact. Collaborations & Impact Data61 operates across CSIRO's interdisciplinary domains (e.g., health, agriculture, energy) to solve real-world problems. Whittle’s initiatives aim to operationalize ethical principles into AI systems, ensuring trustworthiness and compliance across sectors like finance and healthcare. Grants & Projects While specific grants are not detailed, his leadership role suggests involvement in large-scale national and industry-funded projects focused on AI innovation and responsible technology development.

Pratibha Varma-NelsonView profile

Professor

• Chemical Education
• STEM Education
• Peer-Led Team Learning
• +4 more

Pratibha Varma-Nelson serves as Professor and Founding Executive Director of the Science Education and Research Institute (SEIRI) at Indiana University-Purdue University Indianapolis's School of Science. Her leadership spans national educational initiatives including the Center for Authentic Science Practice in Education (CASPiE) and cyber-based Peer-Led Team Learning (cPLTL) projects funded by NSF and the Gates Foundation. Education: Postdoctoral Fellow (1977-1979), Biochemistry and Biophysics, Loyola University Stritch School of Medicine Ph.D. in Organic Chemistry (1978), University of Illinois at Chicago (Thesis: Protein Ancestors: Heteropolypeptides from Hydrogen Cyanide and Water) M.S. in Chemistry (1974), University of Illinois at Chicago B.Sc. First Class in Chemistry (1970), Poona University, India Dr. Varma-Nelson pioneered Peer-Led Team Learning (PLTL), a transformative approach engaging students in critical thinking through peer-facilitated small groups. Her research demonstrates PLTL's effectiveness across 150+ institutions and STEM disciplines, with recent work extending these methods to synchronous online environments (cPLTL). She examines how cyber implementations maintain comparable benefits to face-to-face sessions in student engagement and conceptual mastery, supported by NSF and Next Generation Learning Challenges funding. Her publication trends reveal sustained focus on collaborative learning models, with increasing emphasis on digital education platforms since 2010. Current research investigates mobile technology integration in cyber learning and cross-institutional implementation challenges, while maintaining foundational work on peer leadership development and educational assessment. Scientific Awards: George C. Pimentel Award in Chemical Education (2018) American Chemical Society Fellow (2017) Reimagine Education Bronze Award for cPLTL (2016) James Flack Norris Award for Teaching Excellence (2008) Stanley C. Israel Regional Award for Diversity Advancement (2011) Dr. Varma-Nelson has secured major NSF grants for PLTL and CASPiE initiatives, developing national frameworks adopted across 150+ institutions. She advises faculty through workshops and training materials while serving on advisory boards for NIH BUILD, HBCU-UP, and the Network of STEM Education Centers. Her leadership in AAAS national reports has shaped undergraduate STEM education standards, particularly for active learning and diversity practices. She directs SEIRI's operations and co-founded CASPiE to integrate authentic research into early chemistry coursework. Current projects focus on scaling cPLTL through mobile technologies and analyzing cross-platform learning dynamics, with active participation in the Chemical Education Division's publications board and editorial roles for the Journal of Science Education and Technology.

Ariel AndersonView profile

Professor

• Early Childhood Education
• Human Development
• Teacher Attitudes
• +1 more

Ariel Anderson is Professor of Human Development and Early Childhood Education at Western Michigan University. She holds a PhD and MA from Michigan State University, and an AbEd from the University of Michigan. Her research spans developmental psychology and educational practices, with publications examining: Teacher attitudes and goal orientations Child development and reality perception Classroom socialization processes Assessment methodologies Early work investigated affective dimensions of mathematics learning, discipline approaches, and video assessment techniques. Recent publications focus on educational partnerships and program development.

• Operational Research
• Machine Learning
• Logistics Optimization
• +3 more

Alberto Santini is an Assistant Professor (tenure-track) at the Department of Economics and Business at Universitat Pompeu Fabra (UPF), currently on leave while serving as a Marie Curie Post-Doctoral fellow at ESSEC Business School in Paris. He holds affiliate professor positions at the Data Science Centre of the Barcelona School of Economics, the Barcelona Graduate School of Mathematics, and CY Advanced Studies. His academic journey includes a PhD in Automation and Operational Research from the University of Bologna. His research focuses on Operational Research and Machine Learning, with specialization in combinatorial optimization problems, logistics systems, and algorithm design. Notable contributions include work on hazardous routing problems, energy-efficient farming systems, and optimization frameworks for pandemic resource allocation. He integrates methodologies such as column generation, heuristic algorithms, and stochastic modeling to address real-world challenges in transportation, healthcare, and agriculture. His publications span journals like Networks , Omega , and Computers and Operations Research , highlighting advancements in knapsack problems, vehicle routing, and adaptive search algorithms. His research portfolio reflects a balance between theoretical rigor and practical applications, addressing both industrial logistics and societal issues like sustainable farming and epidemic management. Alberto has contributed to interdisciplinary initiatives through affiliations with leading institutions in Barcelona and Paris, emphasizing collaborative research in data science and operations. His work bridges academic innovation with industry needs, particularly in optimizing complex systems under constraints.