Find Academic Supervisors

• Pedagogy
• Higher Education
• Active Learning
• +5 more

Marilou Bélisle is a full Professor at the Université de Sherbrooke since 2023, with prior roles as Associate Professor (2017-2023) and Assistant Professor (2012-2017). Her work bridges Higher Education Pedagogy , Competence-Based Program Design , and Health Professions Education , focusing on Student Professionalization , Active Learning , and Curricular Innovations . She holds a Ph.D. (2011), M.A. (2001), and B.Ed. (1997) from Université de Sherbrooke. 2011: Ph.D., Université de Sherbrooke 2001: M.A., Université de Sherbrooke 1997: B.Ed., Université de Sherbrooke Her research explores Transformative Learning in health professions, Antiracist Pedagogy , and Cultural Safety frameworks, particularly for Indigenous communities. Recent publications (2024-2025) analyze Student Engagement in blended learning, Teacher Professionalization in competency-based programs, and Decolonial Research practices. She co-developed a Student Professionalization Measurement Scale for health education and led studies on Simulation-Based Training fidelity. Grants include CAD 248,237 from SSHRC (2024-2028) for Nursing Decision-Making research, CAD 450,000 from FRQSC (2025-2028) on Professionalization Challenges , and CAD 197,741 for Cultural Safety in Health Training . She co-led the international OPSIDIAN project (CAD 1,650,000, 2020-2026) on power skills in academic networks. She co-directs the FUTUR research team on health professional education and co-founded the i2P Pedagogical Innovation Incubator at Université de Sherbrooke. Her 2021 San'yas Cultural Safety Training certification underscores commitment to Indigenous Equity in healthcare education. She organizes international events like the Summer Institute on Improvement and Innovation in Higher Education and has presented at EARLI, ISSOTL, and AIPU conferences.

• Dementia Care
• Social Care
• Care Homes
• +4 more

Professor Claire Surr is a leading academic in dementia studies at Leeds Beckett University , where she serves as Director of the Centre for Dementia Research . Her work bridges clinical practice and policy, focusing on person-centred care for dementia patients in care homes and hospital settings. She co-leads the NICHE Leeds initiative, a collaborative effort between academia and care homes. Academic Leadership: Chair of NIHR Research Programme for Social Care Global Impact: Developed gold standards for dementia training adopted in UK and international guidelines Research Interests include: Improving care home environments for dementia patients through interventions like Dementia Care Mapping™ Addressing comorbid dementia and cancer in aging populations Advancing staff training programs to enhance dementia care quality Her scientific awards include: National Teaching Fellowship (2014) Principal Fellow of the Higher Education Academy Recent Findings highlight: Development of tools like Cognitive Daisy (COG-D) for personalized dementia care Systematic reviews on constant observation in hospitals and animal-assisted interventions Advancements in core outcome measures for dementia trials and prison dementia care

Ruth TappenView profile

Professor

• Alzheimer's disease and related dementias
• Care transitions
• Hospital readmissions reduction
• +5 more

Ruth Tappen, EdD, RN, FAAN, is a Professor and Christine E. Lynn Eminent Scholar at Florida Atlantic University's College of Nursing. With extensive research experience in Alzheimer's disease, dementia care transitions, and hospital readmission reduction, she has led significant projects including the development of a patient decision guide for nursing home care and co-investigated a $2.4 million NSF data science grant. Education: EdD, Columbia University (1980) M.Ed, Columbia University (1974) BSN, Wagner College (1966) Her research focuses on Alzheimer's Care , Care Transitions , Gerontological Nursing , and Data Science Applications . Recent work explores in-vehicle cognitive monitoring systems and decision-making tools for end-of-life care. Scientific Awards: Sigma Global Nursing Excellence (2021) Greater Fort Lauderdale Alliance World Class Faculty Award (2021) Southern Nursing Research Society Distinguished Researcher (2020) AJN Book of the Year (2018) Active grants include: $5M NIA grant for 'In-Vehicle Sensors to Detect Cognitive Change' (2020) $2.4M NSF grant for data science curriculum (2020)

Suzanne SmithView profile

Associate Professor

• Neurology
• Multiple Sclerosis
• Health Promotion
• +3 more

Suzanne Smith is an Associate Professor and Co-Director at the Medical College of Georgia , specializing in Neurology. She has been actively involved in research focused on Multiple Sclerosis and patient quality of life since the early 2000s. Her work emphasizes health promotion models, adherence to treatment, and rehabilitation strategies for neurologically impaired individuals. MD in Medicine (Medical College of Georgia, 1990) BS in Biology (Augusta State University, 1986) Her recent publications analyze driving safety and quality of life in Multiple Sclerosis patients, reflecting a consistent focus on clinical applications and neurorehabilitation. These studies span methodologies like predictive modeling, pilot interventions, and assessment tool validation. Patient Experience Top Performer (2024, 2023) AU/MCG Woman Who Inspires (2022) Exemplary Teaching Award (2022, 2021) Smith has served on dissertation committees and contributed to departmental, college, and university governance through roles on informatics and end-of-life committees. She is also a program organizer for Augusta's MS Clinic events and guest speaker for national MS organizations.

Mary Jane DaltonView profile

Senior Lecturer

• Medical Education
• Preventive Health Care
• Primary Health Care
• +3 more

Dr. Mary Jane Dalton serves as a Senior Lecturer at the School of Medicine and Public Health, University of Newcastle, Australia, where she has been instrumental in medical education since 2002. She played a primary role in developing Phase One of the MD program, focusing on integrating basic science, clinical medicine, and public health to cultivate compassionate medical professionals. Her institutional affiliation spans the College of Health, Medicine and Wellbeing, with direct responsibilities in curriculum design and Problem-Based Learning implementation. Her academic credentials include a Doctor of Medicine from Vanderbilt University and a Bachelor of Science in Genetics from the University of Georgia. This foundation in genetics and clinical medicine underpins her interdisciplinary approach to medical education. Doctor of Medicine, Vanderbilt University Bachelor of Science in Genetics, University of Georgia Dr. Dalton's research centers on medical education innovation, particularly Problem-Based Learning dynamics and curriculum integration. She investigates how to effectively merge basic sciences with clinical practice and public health principles to develop holistic medical training. Her work emphasizes creating environments that nurture both clinical competence and humanistic qualities in future physicians, with significant focus on preventive and primary health care frameworks as reflected in her Fields of Research codes (60% Preventive Health Care, 40% Primary Health Care). Analysis of her publication history reveals two distinct research phases: an early epidemiology period (1994-1996) focused on infectious disease outbreaks (cat-scratch disease, Rocky Mountain spotted fever, hantavirus), and her current medical education focus (2014-2024) examining assessment methods, Problem-Based Learning, and early-career researcher challenges. This evolution demonstrates her transition from clinical epidemiology to educational leadership while maintaining public health perspectives. Through her role in the MD program development, Dr. Dalton has shaped curriculum structures and teaching methodologies across multiple cohorts. Her contributions to Problem-Based Learning implementation and assessment design represent significant educational scholarship, though specific grant funding details are not documented in available sources. She maintains active engagement with medical student development through tutorial leadership and curriculum oversight.

ARİF ÇERÇİView profile

Associate Professor

• Turkish Language Education
• Teaching Turkish as a Foreign Language
• Grammar Education
• +4 more

ARİF ÇERÇİ is an Associate Professor at Gaziantep University's Faculty of Education, Department of Turkish Language and Social Sciences Education. He has been serving in this position since 2015, following a 14-year career as a Turkish Language and Literature Teacher at the Ministry of National Education (2001-2015). His academic background includes a Doctorate in Turkish Education from Necmettin Erbakan University (2009-2013), a Master's in Turkish Education from Selcuk University (2003-2006), and a Bachelor's degree in Turkish Language and Literature Teaching from Selcuk University (1997-2001). Dr. Çerçi's research focuses on Turkish Language Education, Teaching Turkish as a Foreign Language, and Grammar Education. His work particularly addresses challenges in teaching Turkish to Syrian refugee students and developing effective language teaching methodologies. He has published extensively on teacher self-efficacy, educational assessment, and language teaching materials development. His scholarly output shows a clear progression from foundational language teaching research to more specialized work on Turkish as a foreign language instruction, with increasing focus on refugee education integration since 2018. His publications span both Turkish and international journals, demonstrating his commitment to contributing to both national and global academic discourse in language education. Among his notable scientific contributions are his work on developing assessment tools for language teaching activities and his research on the integration challenges faced by Syrian students in the Turkish education system. His publications frequently address practical classroom applications of language teaching theories. 23 peer-reviewed journal articles 8 book chapters 17 conference papers 9 editorial works 2 TÜBİTAK-funded research projects Dr. Çerçi has supervised 11 master's theses on topics ranging from podcast usage in language teaching to activity development for teaching Turkish as a foreign language. His teaching portfolio includes courses on Turkish Grammar Teaching, Turkish Teaching Methods, Oral Expression, and Scientific Research Methods at undergraduate, graduate, and doctoral levels. He has also participated in national workshops related to educational assessment and Turkish teaching material development for refugee students.

• Maternal-Child Health
• Nursing Education
• Cancer Nursing
• +3 more

Canan KAŞ serves as Assistant Professor in the Midwifery Department at Kastamonu University's Faculty of Health Sciences. Her academic journey includes a Nursing PhD from Gazi University (2020), Master's from Istanbul Science University (2012), and BSc from Koç University (2007). She teaches 87 courses spanning critical care, obstetrics, and medical terminology across undergraduate programs. Her research focuses on maternal-child health , cancer nursing , and critical care interventions . Recent work employs innovative methodologies like metaphor analysis to explore healthcare concepts. Key themes include ventilator-associated pneumonia prevention, cancer patient experiences, and educational interventions for health literacy. Her 2022-2025 publications reveal a strategic shift toward evidence-based educational models in nursing practice. Google Scholar: 224 citations, h-index 6 YÖKSIS Metrics: 36 publications, 107 institutional citations Leadership: Symposium chair for Critical Care Approaches Symposium (2025) As editorial board member for Kastamonu University Health Sciences Journal and Neurology Nursing Association member, she actively shapes nursing discourse. Her book chapters on palliative care infection control and disaster first aid demonstrate applied knowledge translation. Current projects include TÜBİTAK 2237 educator training (2024) and 'BENİ YUKARI ÇEK' research on upward mobility.

• Sports Science
• Physical Education
• Exercise Physiology
• +3 more

Hasan Ali TEKİN serves as a Lecturer at Trakya University's Kırkpınar Faculty of Sports Sciences, a position he has continuously held since March 25, 1985. His three-decade academic career focuses on empirical sports science research and diverse pedagogical delivery across athletic disciplines. His educational foundation includes a Master's Degree from Marmara University Health Sciences Institute (1990), where his thesis addressed Facility Policy for the Promotion of Mass Sports (Edirne Application) , establishing his early focus on sports infrastructure policy. Dr. TEKİN's research traverses multiple interconnected domains: physiological responses to exercise timing, socialization effects of physical education, performance determinants in adapted sports, and institutional comparisons of sports facilities. His work consistently employs empirical methodologies with student and athlete populations, revealing practical insights for sports pedagogy and health promotion. Notable patterns include longitudinal tracking of student development (2009 socialization study), circadian physiology investigations (2005 blood parameter research), and comparative analyses of sports ecosystems (2005 school facility study). His publication record demonstrates steady scholarly contribution through national and international conference proceedings (2005-2017), though primarily within Turkish academic venues. The research trajectory shows consistent emphasis on measurable outcomes in sports education settings, with increasing complexity from basic facility comparisons (2005) to interdisciplinary entrepreneurship-physical activity linkages (2017). Teaching responsibilities reflect remarkable breadth across 12 distinct subjects including Volleyball (theory and practice), Alpine Skiing, Chess, Theatre Techniques, Health First Aid, and Cultural Heritage studies. This diverse instructional portfolio underscores his commitment to holistic sports education beyond conventional athletic training.

• Language Assessment
• English Language Teaching (ELT)
• Assessment Literacy
• +11 more

As an Associate Professor at the Faculty of Education, Department of Foreign Language Education, Kağan BÜYÜKKARCI specializes in language assessment, English language teaching, and educational psychology. His research focuses on assessment literacy, foreign language anxiety, and teaching methodologies, with over 532 Google Scholar citations and an H-index of 11. He is a member of İNÖED, EALTA, and INGED, contributing to academic discourse since 2004. Licence in English Teaching from Selçuk University (2004) MA in English Teaching with thesis from Selçuk University (2006) PhD in English Language Education from Çukurova University (2010) His research spans formative assessment, self-assessment, and technology integration in ELT, with recent studies on speaking anxiety, vocabulary learning via Quizlet, and pandemic-era distance education challenges. He has published extensively in journals indexed in ESCI, ERIC, and TR DİZİN. Over the last five years, his work includes 15 high-impact articles analyzing assessment practices, student motivation, and anxiety in language learning. He has also developed scales for pluralistic language education and explored collocation learning through authentic videos. Kağan has edited international research books and journals, including Multilingual and Translingual Practices (2024) and Language Horizons (2023). His teaching portfolio includes courses like Scientific Research Techniques, Evaluation in ELT, and Writing Instruction.

• Educational Measurement
• Psychometrics
• Scale Development
• +3 more

Gül GÜLER is an academic researcher specializing in educational measurement and psychometrics. Holding a doctoral degree, her work focuses on scale development, factor analysis, and educational technology. Bachelor's Degree (2008) Master's Degree (2012) Doctoral Degree (2017) Her research interests include: Educational measurement and assessment design Psychometric evaluation of scales Factor analysis in skewed distributions Collaborative learning tools for gifted students Teacher education and professional identity Dimensionality analysis in educational testing Key publications examine wording effects in scales, reliability testing, and bibliometric trends in educational research. She has contributed to projects like the TÜBİTAK 4004 science outreach initiative and Istanbul Governorship's life skills training program.

Karen BrakkeView profile

Associate Professor

• Motor Development
• Cognitive Development
• Early Childhood Development
• +3 more

Karen Brakke, Ph.D., serves as Associate Professor in the Department of Psychology at Spelman College, a historically Black liberal arts college for women in Atlanta, Georgia. A faculty member since 1999, she previously chaired the Psychology Department (2008-2014) and served as Special Assistant to the Provost (2014-2015). Her career bridges developmental research and educational innovation within undergraduate psychology. Education: Ph.D. and M.A. in Psychology, Georgia State University B.A. in Psychology, Carleton College Dr. Brakke's research spans two interconnected domains: the ontogeny of manual skills in infancy/toddlerhood and evidence-based pedagogy in psychology education. Her motor development work examines bimanual coordination, tool use acquisition, and cognitive-motor integration through longitudinal observational studies. In teaching scholarship, she pioneers narrative-based instructional strategies, focusing on storytelling efficacy, statistics education, and culturally responsive practices for Black women in HBCU settings. Recent publications increasingly address well-being frameworks for young Black women through hope theory and narrative identity constructs. Her 15 most recent publications reveal a dual trajectory: developmental studies increasingly incorporate cultural context while pedagogical research emphasizes identity-affirming practices. Motor development papers document precise ontogenetic patterns in tool use and coordination, while education-focused works analyze storytelling's impact on community building, statistics self-efficacy, and student success frameworks. The 2022-2020 publications notably expand into positive psychology applications for Black women's college experiences. Scientific Awards: President, Southeastern Psychological Association (SEPA) Active leadership roles in Society for Research in Child Development (SRCD) and American Psychological Association (APA) Dr. Brakke has directed NIH-funded undergraduate research programs including U*MARC, NIMH-COR, and BP-ENDURE, mentoring dozens of students through these initiatives. She serves as co-director for Spelman's faculty development initiatives, notably the "Our Beloved Journey" storytelling project that strengthens institutional community. Her grant work consistently targets underrepresented student success in STEM pathways through cognitive and socioemotional support frameworks. She co-founded Spelman's faculty storytelling collective to foster professional community and has been instrumental in developing living-learning communities that integrate academic and residential experiences. Her current work expands narrative pedagogy applications to faculty development while maintaining active longitudinal studies of toddler motor development.

• Rehabilitation Science
• Neurophysiology
• Motor Control
• +7 more

Vicki Galea is an Associate Professor (Part-Time) in the School of Rehabilitation Science within the Faculty of Health Sciences at McMaster University. With an extensive publication record spanning from 1989 to 2024, her work focuses on neurophysiology, motor control, and rehabilitation science, particularly in the areas of musculoskeletal disorders, cerebral palsy, and neck disorders. Dr. Galea's research interests center on understanding sensory and motor function in various patient populations. Her work explores neurophysiological mechanisms underlying movement disorders, pain perception, and rehabilitation outcomes. She has made significant contributions to understanding motor unit behavior in neurological conditions, sensory testing methodologies, and biomechanical assessment of movement patterns in both healthy and clinical populations. Her research bridges basic neurophysiology with clinical application, developing assessment tools that translate laboratory findings into practical clinical use. Analysis of her recent publications reveals a consistent focus on clinical assessment tools, particularly for neck disorders and upper limb function. Her work bridges basic neurophysiology with clinical rehabilitation, developing and validating assessment methods that can be used in clinical practice. There's a strong emphasis on understanding the relationship between sensory function, motor control, and pain in various conditions including arthritis, cerebral palsy, and chronic neck pain. Her publications span high-impact journals across rehabilitation science, neurophysiology, and orthopedics. Current Perception Threshold Test development and validation Motor unit estimation in neurological conditions Biomechanical analysis of movement disorders Cerebral palsy rehabilitation approaches Hand function in arthritis Dr. Galea has been actively involved in teaching, having instructed courses including 'Foundational Knowledge I' and 'Foundational Knowledge II' in the occupational therapy program. Her collaborative research network is extensive, with notable co-authors including Pierrynowski, McComas, MacDermid, and Gross across numerous publications. Her scholarly impact is evident through citations across multiple platforms, with her work being referenced on social media, included in clinical guidelines, and attracting readership on academic platforms like Mendeley.

Lily AnView profile

Assistant Professor

• Educational Measurement
• Program Evaluation
• Accountability Policies
• +3 more

Lily An serves as an Assistant Professor of Quantitative Methodology within the Educational Policy Studies department at Georgia State University's College of Education & Human Development. She completed her Ph.D. in Education Policy and Program Evaluation at Harvard University in 2025, where she was affiliated with the Center for Education Policy Research as a PIER Fellow. Her academic credentials include: Ph.D. in Education Policy and Program Evaluation, Harvard University (2025) Ed.M. in Education Policy and Management, Harvard Graduate School of Education B.A. in Statistics, Williams College Dr. An's research focuses on advancing educational measurement techniques, developing rigorous program evaluation frameworks, and analyzing school accountability policies. She employs causal inference methods—including quasi-experimental designs—and specializes in meta-analyses of educational interventions. Her work frequently addresses summer learning programs' impacts on student outcomes, with particular attention to sociodemographic disparities in enrichment access and mathematics achievement gaps among low-income populations. She integrates psychometric tools to assess standardized testing validity within policy contexts. Analysis of her publication record (2019-2025) reveals a consistent trajectory in methodological innovation for education policy research. She has pioneered applications of Gaussian process regression in multidimensional regression discontinuity designs to overcome limitations of traditional analytic approaches, while her extensive meta-analytic work establishes evidence bases for summer learning interventions across cognitive, non-cognitive, and behavioral domains. Her scholarship bridges educational measurement, quantitative methodology, and K-12 policy implementation. Her professional recognitions include: PIER (Partnering in Education Research) Fellow, Center for Education Policy Research Equity and Inclusion Fellow, Harvard Graduate School of Education Summer Institute for Computational Social Science participant Just Education Policy Institute for Developing Scholars participant Dr. An has collaborated with state education agencies including the Massachusetts Department of Elementary and Secondary Education during her tenure as a research analyst at Brown University. Her current work continues this practice-oriented focus through quantitative analysis of policy effects on student outcomes, though specific grant funding details and advising activities were not documented in available sources.

• Epidemiology
• Environmental Health
• Public Health
• +5 more

Hubert Lam serves as Associate Professor and Course Director for the MSc Global Health Science and Epidemiology at the University of Oxford's Medical Sciences Division, Nuffield Department of Population Health (NDPH). He leads the Principles of Epidemiology module and coordinates epidemiology/statistics short courses while representing postgraduate programs on divisional committees including Skills Training and Equality, Diversity and Inclusion. His research focuses on large-scale population studies across life stages, particularly through the China Kadoorie Biobank where he co-leads environmental health research integrating epidemiology, exposure science, genomics, and machine learning. Key interests include health impacts of air pollution, non-optimal temperature exposure, and maternal-perinatal outcomes in birth cohorts. He emphasizes capacity building for epidemiological research in low-resource settings. Recent publications demonstrate methodological innovation in Mendelian randomization, proteomic responses to environmental stressors, and cost-effectiveness analyses for public health interventions. His work spans respiratory diseases, adiposity research, and metabolic risk factors with strong emphasis on Asian populations. Honorary Fellow of the Faculty of Occupational Medicine at the Royal College of Physicians of Ireland (2020) for epidemiology teaching contributions Lam actively supports global epidemiological capacity through training initiatives and committee work while leading multi-disciplinary environmental health research. His laboratory work integrates advanced analytics with large biobank data to investigate climate-health relationships and chronic disease pathways.

• Cultural Psychiatry
• Mental Health Disparities
• Global Health
• +6 more

Esperanza Diaz is a Professor of Psychiatry at Yale School of Medicine. She serves as Medical Director of the Hispanic Clinic and Latino Behavioral Health System, and Associate Director of the Psychiatry Residency Program. Her work focuses on culturally sensitive mental health services, addressing disparities, and medication adherence in serious mental disorders. Education: MD from Javeriana University (1978) Psychiatry Residency at Yale (1987) Psychoanalyst Degree from Western New England Institute (2002) MA in Psychiatry from Yale (2018) Her research explores cultural competence , mental health equity , and DSM-5 Cultural Formulation Interview implementation. Recent articles examine Latino behavioral health systems , anti-racism curricula , and structural competency interventions . She integrates social justice into psychiatric education and clinical practice. Scientific Awards: Lifetime Achievement Award (American Society of Hispanic Psychiatry, 2024) Simon Bolivar Award (APA, 2022) Life Fellow (APA, 2016) Stephen Fleck MD Faculty Award (Yale, 2012) Irma Bland Award (APA, 2012) She develops collaborative training programs with residents, contributes to global health initiatives , and chairs the Yale Psychiatry Evaluation Committee. Her community-academic partnerships have expanded mental health services for Limited English Proficiency populations.