Find Academic Supervisors

• Developmental Psychology
• Educational Psychology
• Sport Psychology
• +3 more

Rubén Trigueros Ramos serves as a Professor in the Department of Psychology at the University of Almería, Spain, specializing in Developmental and Educational Psychology with active teaching responsibilities for the 2025-26 academic year. His research focuses on human development and socio-educational intervention, particularly examining: Developmental trajectories in educational contexts Psychological aspects of physical activity and sports Intervention strategies for language, motor, and sensory disorders Personality development frameworks in learning environments Disability adaptation methodologies Neurodevelopmental disorder support systems Professor Trigueros Ramos supervises practicum students across multiple degree programs while teaching core courses on learning development and specialized interventions at both undergraduate and master's levels. His advisory work includes structured tutoring sessions conducted primarily through virtual appointments. He contributes to the university's research ecosystem as a member of the Human Development and Socio-Educational Intervention group (HUM878), collaborating under the leadership of José Manuel Aguilar Parra on developmental psychology initiatives.

Harshita GandhiView profile

Research Fellow

• Solar Physics
• Space Weather
• Coronal Mass Ejections
• +3 more

Harshita Gandhi serves as a Postdoctoral Research Associate on the CorMag Project in the Department of Physics and as a Lifelong Learning Tutor in the Department of Lifelong Learning at Aberystwyth University. Her research centers on solar physics and space weather phenomena, with specialized expertise in coronal mass ejections (CMEs) and solar active regions. Her primary research domains include Solar Physics, Space Weather, Coronal Mass Ejections, Machine Learning applications in astrophysics, Image Processing of solar data, and automated detection systems for space weather events. She develops computational methodologies for analyzing near-real-time coronagraph imagery and correcting projection effects in multi-viewpoint CME observations, bridging advanced solar physics with artificial intelligence techniques. Analysis of her 2023-2025 publications reveals a cohesive research trajectory focused on enhancing CME characterization accuracy through deep learning integration and multi-instrument data synthesis. Her work demonstrates consistent innovation in solar observation techniques, particularly through the CorMag project's investigation of critical heights in active regions and the SWEEP project's real-time space weather forecasting framework. She actively contributes to the CorMag and SWEEP projects while supporting educational initiatives through Aberystwyth University's Lifelong Learning program, demonstrating dual engagement in cutting-edge solar research and academic outreach.

• Artificial Intelligence
• Natural Language Processing
• Intelligent Tutoring Systems
• +7 more

Reva Freedman is an Associate Professor in the Department of Computer Science at Northern Illinois University . Her work bridges Artificial Intelligence , Natural Language Processing , and Intelligent Tutoring Systems , with additional interests in Scientometrics and Cognitive Science . Education: Ph.D. in EECS (Northwestern University) M.A. in EECS (Northwestern University) B.A. in Mathematics (University of Chicago) Research Interests include: AI and Computational Linguistics: Text generation, knowledge representation, declarative formalisms (logic programming, constraint-based programming), dialogue annotation Linguistics: Romance and Semitic language structures Educational Technology: Gamified learning tools, adaptive systems for anatomy and physiology education Key article trends show a focus on AI-driven educational tools (2023), deep learning for stylistic analysis (2024), and long-term research impact metrics (2022). Publications span NLP, ITS, and scientometric studies. Advising and Collaborations: Co-author of ITS projects (ALAST, CRAM) with teams including Pi-Sui Hsu, Virginia Naples, and Ben Kluga Collaborated on cross-disciplinary studies with Ashli Fain (syntax), Melissa Wright (literary analysis), and others Labs and Teams: Actively involved in developing interactive tutoring systems (ALAST, CRAM) and contributing to graduate research methods courses. Notable projects include gamified tools for middle-school science and minigame-based physiology teaching systems.

Tim O'ConnorView profile

Tutor

• Leadership
• Recruitment
• Creative Problem Solving
• +3 more

Tim O'Connor serves as an Executive Education Tutor within the Management Faculty at the London School of Business and Finance (LSBF), leveraging over thirty years of comprehensive experience in education, training, and professional development. He has delivered specialized programs globally across Europe, India, Africa, and the Middle East for diverse clients including banking institutions, local government bodies, the Home Office, Metropolitan Police, and multinational corporations. Qualified as a teacher at Durham University, he has authored influential texts on leadership methodologies, recruitment strategies, creative problem-solving frameworks, mentoring systems, and coaching techniques. His recent advisory work focuses on board-level executive succession planning for automotive companies in the UK and India, complemented by appearances as a business consultant on television programs. His core professional domains include: Leadership Development Talent Acquisition Innovative Problem-Solving Executive Mentoring Professional Coaching Succession Strategy Tim's consultancy integrates practical training delivery with strategic organizational guidance, emphasizing leadership cultivation and talent pipeline development across international business contexts.

Brook G. MastersView profile

Adjunct Professor

• Educational Access
• Student Success
• Social Justice in Education
• +3 more

Brook G. Masters serves as Senior Adjunct Faculty in Counseling Education at California Lutheran University while concurrently directing the Learning Resource Center and Academic Success Services at California State University, Channel Islands. With over 25 years of experience across secondary and post-secondary education, she champions educational access, achievement, and justice for diverse student populations through strategic program development and inclusive leadership. Education: Master of Science in Counseling and College Student Personnel, California Lutheran University Research Focus: Her work centers on dismantling systemic barriers through initiatives promoting scholarly belonging, academic leadership development, and social inclusion. Ms. Masters integrates cultural humility frameworks to advance equity in teaching practices and institutional policies, with particular emphasis on serving LGBTQIA2S+ communities and underrepresented student groups in higher education settings. Her approach combines program evaluation methodologies with transformative educational theory to cultivate liberatory learning environments. Professional Leadership: Prior to her current dual appointments, she held multiple leadership roles at California Lutheran University including Coordinator of the Office of Peer Assisted Learning for the ALLIES in STEM program, Graduate Director of Residence Life, and Student Conduct Officer. Her nine-year tenure as Director of College Counseling and Experiential Learning at Besant Hill School established her expertise in K-12 college access programming. At CSUCI, she oversees comprehensive academic support services that integrate peer mentoring, tutoring, and success coaching to drive holistic student outcomes across the institution. Community Engagement: Ms. Masters actively partners with Ventura County LGBTQIA2S+ organizations to develop inclusive community spaces, extending her educational justice commitment beyond campus boundaries through program design focused on youth empowerment and adult allyship development.

JUAN ANTONIO DIAZ PONCEView profile

Associate Professor

• Statistics
• Operational Research
• Mathematical Analysis
• +3 more

Juan Antonio Diaz Ponce serves as an Associate Professor in the Department of Economics, Quantitative Methods and Economic History at the Faculty of Experimental Sciences, Pablo de Olavide University. His academic role integrates quantitative methodologies with economic and historical research frameworks. His research spans core disciplines including: Statistics Operational Research Mathematical Analysis Algebra Quantitative Methods Economic History These fields converge in applications for biotechnology education and economic modeling, emphasizing analytical rigor in interdisciplinary contexts. He instructs key courses for the Degree in Biotechnology program: Algebra and Fundamentals of Analysis (202003) and Mathematical Analysis (202010), with tutoring schedules managed through institutional dispatch systems. His work bridges theoretical mathematics with practical economic applications, fostering quantitative literacy in experimental sciences.

Amy KirbyView profile

Lecturer

• Criminal Justice System
• Procedural Justice
• Court Legitimacy
• +5 more

Amy Kirby is a Lecturer in Criminology at Birkbeck, University of London's School of Social Sciences, specializing in criminal justice system legitimacy, lay participation, and procedural justice. With 15+ years at the Institute for Criminal Policy Research (ICPR), she has led ESRC and Nuffield Foundation-funded projects examining victim, witness, and defendant experiences in Crown Courts. Her research focuses on court legitimacy frameworks , magistrates' decision-making processes , and stakeholder engagement in criminal justice. Recent publications analyze the 'ideology of triviality' in magistrates' courts (2024), develop witnessing (dis)engagement metrics (2023), and explore socio-legal participation models (2025). Her work consistently bridges academic theory and policy implementation through collaborations with Victim Support, Clinks, and the Criminal Justice Alliance. Key research trends include longitudinal analysis of court culture impacts (2017-2023), evolving conceptualizations of legal participation (2020-2025), and persistent examination of procedural justice gaps across court tiers. Her publications span high-impact journals like British Journal of Criminology and policy-focused outputs for legal reform organizations. Nuffield Foundation-funded 'Lived Experiences of the Law' study (current co-investigator) ESRC-funded PhD research on court legitimacy (awarded 2019) 20-month ESRC study of Crown Court experiences Revolving Doors collaboration on justice system accessibility As Admissions Tutor for LLM/MA Criminal Law and Criminal Justice programs, she supervises undergraduate dissertations, postgraduate research projects, and PhD candidates while convening modules on Youth Justice, Victims & Society, and Contemporary Criminal Justice Issues. Her policy impact is demonstrated through expert testimony for judicial bodies and frequent media commentary on sentencing trends.

• Education Policy
• Teacher Education
• Educational Equity
• +5 more

Maria Beatriz Fernandez Cofre is an Associate Professor at the University of Chile , affiliated with the Faculty of Social Sciences and the Institute of Advanced Studies in Education . With a 44-hour full-time appointment , her career spans education policy analysis, teacher training, and critical pedagogy. She holds a Doctorate from Boston College (2016) and a Psychology degree from Catholic University of Valparaíso (2008) . Research Focus: Education policy frameworks, accreditation impacts, intercultural education, and pandemic-driven pedagogical adaptations. Publications Trends: Recent work examines teacher pipeline programs, graduate program accountability, school choice narratives, and climate crisis curriculum integration. Her studies often employ ethnography and critical policy analysis. Grants: Principal Investigator for Fondecyt_Anid Regular (2022-2026) and co-investigator in international networks like Red Internacional de Estudios de Políticas de Formación Docente . Teaching: Courses include Epistemology and Research Ethics , Educational Inquiry and Innovation , and Thesis Tutoring across 2019-2025. Student Advising: Guided research on topics ranging from intercultural education to teacher-student social bonds , mentoring 14+ graduate students since 2019.

Kofi KonaduView profile

Senior Lecturer

• Social Work
• Social Policy
• Adult Social Care
• +4 more

Kofi Konadu is a Senior Lecturer in Social Work at Anglia Ruskin University (ARU), Faculty of Health, Medicine and Social Care, School of Allied Health and Social Care. He is a qualified Social Worker and Best Interests Assessor (BIA) with extensive experience in statutory and non-statutory settings across adults, older adults, and mental health sectors. His educational qualifications include: Master of Arts in Social Work, University of York Master of Arts in Development Studies, University of Ghana Bachelor of Arts in Economics and Political Science, University of Ghana Research focuses on social work practice during concurrent societal crises, particularly through his PhD examining older adult support systems. Expertise spans social policy, adult care, safeguarding frameworks, and life-course wellbeing, with emphasis on innovative pedagogical approaches for inclusive student learning. Professional recognition: Fellow of Higher Education Academy (FHEA) Provides supervision for undergraduate major projects and postgraduate dissertations while serving as module leader, course leader, personal development tutor, and placement tutor across BA/MA Social Work programs.

• Indigenous Studies
• First Nations Education
• Theological Education
• +1 more

Cathryn Zarnke serves as an IAS Tutor within the College for First Nations at the University of Southern Queensland, based at the Toowoomba Campus. Her role focuses on educational support and program development for First Nations students and communities. Her academic qualifications include: Bachelor of Arts (BA) from University of Newcastle Graduate Diploma in Theological Education (GDipTheolEd) from Lutheran Theological College Graduate Diploma in Education (GDipEd) from University of Southern Queensland Master of Education (MEd) from Australian Lutheran College Master of Arts (MA) from Concordia Seminary Her professional expertise centers on Indigenous Studies and culturally responsive First Nations Education, integrating theological perspectives with contemporary pedagogical approaches. This work emphasizes decolonizing educational frameworks and supporting Indigenous student success through tailored academic pathways and community engagement. As a dedicated educator within the College for First Nations, she contributes to curriculum development that honors Aboriginal and Torres Strait Islander knowledge systems while addressing systemic educational disparities. Her practice reflects deep commitment to equity, cultural safety, and transformative learning experiences for Indigenous students across Southern Queensland.

• Indigenous Education
• First Nations Studies
• Academic Support Systems
• +2 more

Dr Noor Azwa Zulkarnain serves as an IAS Tutor at the College for First Nations, University of Southern Queensland, based at the Toowoomba Campus. Her position focuses on delivering specialized academic support to Indigenous students across undergraduate programs. Her educational background includes: PhD, University of Southern Queensland Master of Engineering, Universiti Teknologi Malaysia Dr Zulkarnain's professional expertise lies at the intersection of Indigenous Education and Engineering pedagogy. She develops culturally responsive academic interventions that address systemic barriers while leveraging her technical background to strengthen STEM engagement among First Nations students. Her work emphasizes community-centered approaches to academic success. As an IAS Tutor, she provides intensive subject-specific support, academic skills development, and culturally safe mentoring. The College for First Nations framework enables her to integrate traditional knowledge systems with contemporary educational practices, creating holistic support pathways for Indigenous students navigating higher education.

M SaltisView profile

Adjunct Professor

• Social Justice
• Diversity
• Queer and Trans Topics
• +5 more

M Saltis serves as an Adjunct Professor at Naropa University within the MA in Clinical Mental Health Counseling program, specializing in the Buddhism-Informed Contemplative Counseling Concentration. They hold a PhD in Counselor Education and Supervision and maintain active clinical credentials as a Licensed Professional Counselor (LPC) and Registered Play Therapist (RPT). Education: Doctor of Philosophy in Counselor Education and Supervision Master of Science in Clinical Mental Health Counseling Bachelor of Science in Psychology As a queer, nonbinary, neurodivergent counselor and educator, Saltis centers their work on social justice, diversity, and creative therapeutic approaches. Their research critically examines queer and trans experiences, particularly focusing on resilience strategies among transgender and gender expansive youth facing systemic oppression. They integrate Buddhist contemplative practices and expressive modalities like sandtray therapy into counseling pedagogy. Recent publications reveal a strong thematic focus on LGBTQ+ mental health, with multiple studies analyzing gender identity development and coping mechanisms in marginalized youth. Concurrently, their scholarship explores innovative counselor education methods, including constructivist teaching frameworks and narrative-based reflective practices. This dual emphasis bridges clinical innovation with social justice advocacy across all work.

• Stress and Emotion
• Challenge and Threat States
• Social Identity
• +5 more

Jamie Gillman is a Chartered Psychologist and Lecturer in Psychology within the School of Health and Society at the University of Salford. As Programme Leader for the BSc (Hons) Psychology of Sport, he teaches across multiple modules including individual differences, cognitive psychology, and sport and exercise psychology. His academic role encompasses leadership in program development and delivery across undergraduate levels. Dr. Gillman's research focuses on the psychology of performance under pressure, with specific expertise in stress and emotion, challenge and threat states, social identity, and social support. His work examines psychophysiological reactions to pressured situations across various contexts including sporting performance, exams, presentations, and interviews. He has developed practical applications through sport psychology workshops delivered to diverse audiences and direct psychological support for athletes in both team and individual sports. His publication record demonstrates consistent research output since 2016, with recent work (2023-2024) focusing on social factors in stress response, workplace applications, and the development of environmental resources for mental health research. The research shows an evolution from sports-specific contexts toward broader applications in workplace and general population settings. Professional Recognition: Chartered Psychologist status Dr. Gillman actively supervises research, currently co-supervising two PhD students at an external institution. His teaching portfolio is substantial, serving as Programme Leader for the BSc Psychology of Sport and holding Module Leader positions for Psychology of Exercise & Health, Behavior Change, and Individual Differences, while also tutoring multiple other modules across the curriculum. His applied work bridges academic research with practical sport psychology support for athletes.

• Addressing gaps in healthcare for people from minoritised backgrounds
• Health improvement for the minoritised communities
• Intergenerational knowledge of access to Health
• +8 more

Moyosore Opebiyi serves as Lecturer in Learning Disability Nursing and Social Work at the University of Salford's School of Health & Society, leveraging over 20 years of clinical experience across UK mental health, dementia, and neurodiversity settings. Her educational foundation includes an Integrated Learning Disability Nursing and Social Work degree and Master's in Leadership from the University of Salford. Research centers on healthcare equity for minoritised communities through: Salutogenetic and biopsychosocial health frameworks Neurodiversity and learning disability interventions Culturally responsive care models Youth ambassadorship programs Recent publications analyze global disability statistics, diagnostic challenges, and sustainable academic practices, reflecting transdisciplinary approaches to health disparities. She mentors students as personal tutor and placement supervisor while developing inclusive teaching methodologies across nursing and social work curricula. Community engagement includes UK BME anti-slavery network leadership and third-sector collaborations addressing criminal justice, neurodiversity, and homelessness through culturally sensitive interventions.

• Strength and Conditioning
• Sports Biomechanics
• Injury Prevention
• +3 more

Dr. Nicholas Ripley serves as a Lecturer of Sport Science and Strength and Conditioning at the University of Salford's School of Health & Society, where he acts as admissions tutor for the BSc (Hons) Sport Science programme. With extensive applied experience as head of performance for professional sports teams and international athletes, he bridges academic research with elite athletic practice. His educational credentials include: Bachelor's Degree in Sport Science (Strength and Conditioning), 2012-2015 Master's Degree in Strength and Conditioning, 2015-2016 PhD in Sports Biomechanics from the University of Salford, 2017-2021 Dr. Ripley's research centers on Strength and Conditioning , specifically training for elite sport performance , performance monitoring tools , and exercise programming to reduce injury risk —particularly hamstring strain injuries. His work investigates force production assessment during isometric/dynamic tasks and physiological measures to enhance test reliability. This research directly informs evidence-based protocols for injury mitigation and performance optimization in soccer, lacrosse, and CrossFit® contexts. His 2024-2025 publications reveal a strong emphasis on practical applications: establishing normative benchmarks for soccer players, developing lacrosse-specific performance standards for the 2028 Olympics, and creating field-ready hamstring injury prevention strategies. The recurring theme across 13 recent publications is the translation of biomechanical laboratory findings into actionable coaching tools using force plate technology. His scientific recognition includes: Executive council member of the NSCA Lacrosse Special Interest Group (2023) Dr. Ripley actively supervises postgraduate research, recently completing a PhD on hamstring injury risk mitigation with Steven Ross. He currently leads an iPhD/MRes collaboration with the Defence Medical Rehabilitation Centre (2025-2029) and serves as a journal reviewer while securing partnerships with professional soccer clubs. His work is supported through institutional grants focused on athletic performance optimization. As a member of the Centre for Human Movement and Rehabilitation, he contributes to interdisciplinary initiatives examining neuromuscular function in athletic populations, with ongoing projects involving force plate methodology standardization and lacrosse official performance requirements for Olympic integration.