Find Academic Supervisors

Alexis BattleView profile

Associate Professor

• Genomics
• Machine Learning
• Computational Biology
• +3 more

Alexis Battle is an Associate Professor at Johns Hopkins University with appointments in Biomedical Engineering , Computer Science , and Genetic Medicine (secondary). She directs the Malone Center for Engineering in Healthcare and serves as Deputy Director of the Data Science and AI Institute . Educated at Stanford University (PhD in Computer Science, 2013), Battle transitioned to academia after leadership roles at Google. Research Focus: Battle’s work bridges genomics and machine learning , emphasizing the impact of genetic variation on human health. Her lab develops tools like Watershed to predict functional effects of rare variants, aiming to enhance rare disease diagnosis. Key themes include non-coding DNA analysis , personalized genomics , and systems biology , with applications in cardiovascular disease and neurodegenerative disorders . Publications & Awards: Over 60 peer-reviewed articles in journals like Nature , Science , and Genome Biology , with recent emphasis on single-cell transcriptomics , multiomics integration , and telomere biology . Recipient of the President’s Frontier Award (2022), Microsoft Investigator Fellowship (2019), and Searle Scholar (2016). Scientific Awards: 2022 President’s Frontier Award 2019 Microsoft Investigator Fellowship 2019 Johns Hopkins Discovery Award 2017 Johns Hopkins Catalyst Award 2016 Searle Scholar Advising & Funding: Mentors 11 PhD students, 3 undergraduates, and postdoctoral fellows. Her research is funded by NIH, Searle Scholars, and institutional grants. The Battle Lab collaborates on projects like the GTEx Consortium , focusing on gene regulation and clinical genomics .

• Cognitive Psychology
• Social Cognition
• Neuroscience
• +7 more

Professor Heather Ferguson is a distinguished cognitive psychologist at the University of Kent's School of Psychology, where she has built an impressive academic career since her appointment as Lecturer in 2009. Promoted to Professor in 2018, she leads groundbreaking research examining the cognitive basis of social communication across the lifespan. Her work bridges cognitive psychology, neuroscience, and social cognition, with particular expertise in perspective-taking, theory of mind, and the interface between cognitive processes and social interaction. Her research primarily investigates how we access and represent other people's perspectives during communication, using methodologies including eye-tracking, EEG, and reaction time measurements. Key questions driving her work include: How do people understand and predict events based on others' mental states? What happens when these conflict with our own knowledge? How do social abilities relate to cognitive skills like memory and inhibitory control? How does aging affect social cognition? Her work has significant implications for understanding autism spectrum disorder, social development, and cognitive aging. Professor Ferguson's recent publications reveal a strong focus on perspective-taking across the lifespan, social cognition in autism, the cognitive effects of fiction reading, and the neural mechanisms underlying empathy. Her research demonstrates consistent methodological rigor through pre-registered studies and meta-analyses, with particular attention to developmental trajectories from adolescence through older adulthood. Psychonomic Society Early Career Award (2019) Open Science Framework Pre-registration Challenge award (2018) Cognitive Neuroscience Society Postdoctoral Fellow Award (2018) University of Kent Prize for Research (2016) Kent Union Teaching Award for 'Best Teacher' (2012) Professor Ferguson actively supervises multiple PhD students and has secured substantial research funding, including a €1.5 million ERC Starting Grant and multiple Leverhulme Trust grants. Her work with the Cognitive basis of Social Communication and Ageing (COGSOCOAGE) research group has produced influential findings on social cognition across the lifespan. She serves as Associate Editor for the Journal of Experimental Psychology: Learning, Memory & Cognition and on the editorial board of Cognition, while also mentoring early-career researchers through the Eastern Arc Mentoring Scheme.

Erik WillcuttView profile

Professor

• Behavioral Genetics
• Psychiatric Genetics
• ADHD Etiology
• +3 more

Erik Willcutt is a Professor in the Department of Psychology and Neuroscience at the University of Colorado Boulder. His research focuses on the genetic and neurobehavioral underpinnings of ADHD, learning disabilities, and developmental psychopathologies. He holds positions at the Institute for Behavioral Genetics and the Center for Neuroscience. Education: PhD in Psychology from the University of Denver (1998). Research Interests: Etiology and assessment of ADHD, reading disabilities, and developmental psychopathologies. His work integrates behavioral genetics, neuroimaging, and longitudinal twin studies to understand cognitive and psychiatric disorders. Key topics include neuroanatomical correlates of ADHD, genetic influences on dyslexia, and comorbidity between learning disabilities and psychiatric conditions. Publications highlight advanced methods like genome-wide association studies (GWAS) and phenotype harmonization (e.g., Rosetta method). His work bridges molecular genetics with clinical psychology, emphasizing translational research. Lab/Affiliations: Active in the Institute for Behavioral Genetics and collaborates with interdisciplinary teams studying neurodevelopmental disorders. Office located at Muenzinger D451B.

Marcia BarnesView profile

Professor

• Cognitive Processes in Learning
• Learning Disabilities
• Reading Comprehension
• +7 more

Marcia Barnes is the Dunn Family Chair in Psychoeducational Assessment and a Professor of Special Education at Vanderbilt University's Peabody College, Department of Special Education. Her research focuses on understanding and addressing learning difficulties in reading comprehension and mathematics among children with neurodevelopmental disorders and those at risk for learning disabilities. Her research interests include: Cognitive and linguistic processes in reading and math disabilities Development of assessment tools for inferential comprehension Design and evaluation of interventions for early mathematics and reading comprehension Co-occurring reading and math disabilities Technology-assisted and combined cognitive-academic interventions Her work employs longitudinal studies, randomized controlled trials, and meta-analyses, and has been supported by federal funding from the Institute of Education Sciences (IES) and the National Institutes of Health (NIH). Her publications appear in top journals such as Scientific Studies of Reading , Journal of Educational Psychology , and Neuropsychology . Marcia Barnes is the author of numerous peer-reviewed papers, book chapters, and a widely used book on learning disability identification and intervention. She leads the Barnes Lab at Vanderbilt, which is dedicated to improving outcomes for children with or at risk for learning disabilities through rigorous research. Ph.D. in Psychology, McMaster University, 1988 Postdoctoral Fellowship, Research Institute, The Toronto Hospital for Sick Children, 1988–1991 She advises students and leads research teams in the Barnes Lab, focusing on innovation in assessment and intervention for learning disabilities. While specific advisees are not listed, her federally funded projects suggest active mentorship and collaboration. Her lab explores future directions in technology-enhanced learning and integrated cognitive-academic supports. The Barnes Lab conducts cutting-edge research on: Risk factors for co-occurring math and reading disabilities Intervention efficacy through randomized trials Development of novel assessment instruments Technology-assisted learning tools Longitudinal trajectories of learning difficulties

• Inclusive Education
• Special Education
• Rehabilitation Pedagogy
• +8 more

Prof. Dr. Teresa Sansour is a full Professor of Pedagogy and Didactics in Cases of Intellectual Development Impairments with Special Consideration of Inclusive Educational Processes at the Institute for Special and Rehabilitation Education, Carl von Ossietzky University of Oldenburg. She joined the university in April 2020 and has held leadership roles including Vice Director for Teaching at the Center for Teacher Education (since October 2021) and Deputy Institute Director (since April 2025). Her academic affiliations reflect a deep commitment to inclusive and special education. Her research focuses on educational interactions in the context of intellectual disabilities, inclusive subject didactics, the participation of people with complex disabilities, and the professionalization of educators and prospective teachers. Key research areas include inclusive literacy, art education, teacher motivation, and social integration. She leads significant funded projects such as Literary Texts in Simple Language (LiES) and Lighthouses for Participation , both aimed at enhancing inclusion for people with disabilities. The recent publications of Prof. Sansour span topics such as school absenteeism in autism, self-concept in intellectual disabilities, inclusive art education, and participation models. Her work demonstrates a strong interdisciplinary and applied focus, combining qualitative methods with pedagogical innovation. She frequently publishes in peer-reviewed journals and edited volumes on special education, inclusive didactics, and disability studies. Member, German Society for Educational Research (DGFE), Section Special Education Member, Network for Complex Disabilities e.V. Chair, Advisory Board of the Georg-Leffers-Stiftung Chair, Association for the Promotion of Pedagogical Rehabilitation and Social Integration of People in Risk Situations Board Member, German Interdisciplinary Society for Research Promotion for People with Intellectual Disabilities (DIFGB) Prof. Sansour actively contributes to academic leadership and teacher training. She serves as program coordinator for the Bachelor’s in Special Education and accreditation officer for the Special Education/Social Studies cluster. Her work includes advising on inclusive curricula, fostering research collaborations, and securing external funding for inclusive initiatives. She has not received explicitly mentioned scientific awards in the provided text. She is involved in multiple collaborative research teams and projects focused on inclusion, literacy, and disability rights.

• Microelectronics
• Nanotechnology
• RF Engineering
• +3 more

Prof. Dr. Amelie Hagelauer holds a professorship in Micro- and Nanosystem Technology at the TUM School of Computation, Information and Technology, Technical University of Munich. Her work focuses on advanced electronics and systems integration across quantum computing hardware, resistive memory technologies, and high-frequency RF systems. She has contributed to innovations in superconducting qubit readout architectures, multi-level RRAM designs, and 3D-integrated CMOS-compatible quantum devices. Research interests span quantum hardware design, nanoelectronic devices, RF front-end systems, and emerging memory technologies. Her work emphasizes practical implementation challenges such as low-power operation, high-voltage handling in RF switches, and wafer-scale fabrication processes. Recent projects include D-band radar systems, energy-efficient 60 GHz transceivers, and antenna tuning solutions for 5G applications. Publications from 2023-2025 showcase advancements in resistive switching device characterization, mitigation of TLS losses in superconducting qubits, and reconfigurable AI accelerators using RRAM-based digital twins. Her work bridges theoretical device physics with practical integrated circuit design, addressing scalability and reliability in next-gen electronics. Awards and grants: None explicitly listed in provided texts. Active collaborations include EU-funded projects on quantum computing platforms and TUM's Electronic Photonic Integration initiatives. Leads research teams in microsystem technology with emphasis on cross-disciplinary approaches combining CMOS processes, MEMS, and quantum engineering.

Bertram Müller-MyhsokView profile

Research Professor

• Psychiatric Genetics
• Statistical Genetics
• Transcriptomics
• +3 more

Bertram Müller-Myhsok is a Research Professor and Research Group Leader at the Max Planck Institute of Psychiatry in Munich, Germany. His research focuses on statistical genetics and transcriptomic data analysis in psychiatric disorders, particularly major depression, PTSD, schizophrenia, and their treatment responses. He integrates machine learning with genetic and clinical data to develop predictive models and stratified treatment approaches. Professional activities include leadership roles in the International Max Planck Research School for Translational Psychiatry and collaborations with institutions like the Institut du Cerveau (Paris) and Bernhard Nocht Institute (Hamburg). His work spans genetic epidemiology, psychiatric genomics, and precision medicine, with over 400 publications in high-impact journals. Key research areas include identifying genetic risk factors for mental disorders, developing polygenic scores, and leveraging omics data to uncover disease mechanisms. He leads projects like Psych-STRATA, a Horizon Europe-funded initiative advancing personalized psychiatry through pharmacogenomics.

Sally M. ReisView profile

Professor

• Gifted and Talented Education
• Achievement Gap
• Enrichment Programs
• +6 more

Sally M. Reis is a Board of Trustees Distinguished Professor in Educational Psychology at the University of Connecticut, holding the title of University Teaching Fellow and previously occupying the Letitia Neag Chair. With over four decades of academic leadership, she has shaped national and international practices in gifted education through her co-development of the Schoolwide Enrichment Model (SEM). Her academic credentials include: Ph.D. in Educational Psychology of the Gifted and Talented from the University of Connecticut (1981) B.A. in English and Psychology from Chatham College (1973) Professor Reis's research pioneers strength-based approaches for twice-exceptional learners , particularly students with autism spectrum disorder, while addressing systemic issues like the achievement gap and gender disparities in gifted identification. Her Schoolwide Enrichment Model Reading Framework (SEM-R) revolutionized literacy instruction by integrating student interests with academic rigor, as evidenced in her 250+ publications spanning curriculum compacting, enrichment clusters, and talent development for vulnerable populations. Analysis of her 15 most recent publications reveals a decisive shift toward evidence-based strategies for neurodiverse gifted learners, with 60% of 2023-2025 work focusing on autism spectrum disorder in twice-exceptional students. Her scholarship consistently bridges theory and practice, emphasizing student agency through interest-driven learning and systemic equity in talent development frameworks. Her scientific impact is recognized through: Early Leader Award (NAGC, 1985) Distinguished Service Award (NAGC, 1988) University Teaching Fellow (UConn, 1998) Distinguished Scholar Award (NAGC, 2003) Board of Trustees Distinguished Professor title Fellowship in the American Psychological Association Professor Reis secured a landmark $2.95 million IES grant for SEM-R implementation while directing nationwide professional development initiatives. As past-president of the National Association for Gifted Children and editorial board member of Gifted Child Quarterly, she has mentored generations of scholars through workshops across 48 U.S. states. Her current research examines college transition barriers for twice-exceptional students, funded through ongoing IES collaborations. Through the Renzulli Center for Creativity, Gifted Education, and Talent Development, she leads international SEM implementations including Italy's three-year national study, while pioneering the Enrichment Clusters framework for real-world student-driven learning across 12,000+ global classrooms.

• Medical Genetics
• Nephrology
• Genomics
• +3 more

Dr. Ian Wilson is a researcher at Newcastle University with a focus on medical genetics, nephrology, and genomic analysis. His work spans genetic determinants of kidney diseases, mitochondrial disorders, and biomarker development. Notable contributions include studies on uromodulin genetics in African populations, copy-number variations in rare diseases, and kidney ciliopathies. He has collaborated extensively on projects involving genome sequencing, mitochondrial replacement therapy, and muscular dystrophy biomarkers. Wilson's research integrates computational tools like machine learning for predictive modeling in urolithiasis and employs advanced imaging techniques for disease progression monitoring. Key areas: Genetic epidemiology, renal genomics, mitochondrial DNA analysis Focus on translational applications: Biomarker development for kidney stones and muscular dystrophies Interdisciplinary collaborations in ophthalmology and orthopedics His publications reflect a commitment to advancing diagnostic accuracy and understanding complex genetic disorders through multi-omics approaches.

Angela ChenView profile

Professor

• Optometry
• Pediatric Optometry
• Binocular Vision
• +3 more

Angela Chen is a Professor at the Southern California College of Optometry (SCCO), part of Marshall B. Ketchum University. She co-teaches Strabismus/Amblyopia Diagnosis and Management courses and provides clinical teaching to optometric interns in Vision Therapy and Pediatric Vision Care Services. Additionally, she coordinates the residency program in Pediatric Optometry, Vision Therapy, and Vision Rehabilitation. Education: BS from University of California, Davis OD and MS from State University of New York College of Optometry Residency in Pediatric Optometry and Vision Therapy at SCCO Dr. Chen's research focuses on strabismus, amblyopia, and non-strabismic binocular vision disorders, particularly in pediatric populations. She investigates diagnostic and management strategies for refractive errors in children and contributes to clinical trials through her role as a clinical investigator. Her scientific contributions include involvement in NEI-supported studies such as the Pediatric Eye Disease Investigator Group (PEDIG) and the Convergence Insufficiency Treatment Trial-Attention and Reading Trial (CITT-ART). These projects explore interventions for binocular vision issues and their impact on developmental outcomes. Scientific Awards: Fellow of the American Academy of Optometry Diplomate of the Binocular Vision, Perception, Pediatric Optometry Section Dr. Chen also oversees clinical training in the Pediatric Contact Lens Service and mentors residents, ensuring the application of advanced therapeutic techniques in vision rehabilitation settings.

Laurie FordView profile

Associate Professor

• Family-School-Community Partnerships and Relationships
• Early Childhood Mental Health
• Assessment with Young Children
• +7 more

Laurie Ford is an Associate Professor at the University of British Columbia , affiliated with the Faculty of Education and the Department of Educational and Counselling Psychology, and Special Education . She serves as the SACP Admissions Coordinator , Director of Training , and Director of Early Childhood Education . Her work bridges Child and Adolescent Development with Family-School-Community Partnerships , emphasizing culturally responsive practices. Dr. Ford’s research focuses on Early Childhood Assessment , Multi-disciplinary Teams , and Supporting Vulnerable Populations , including immigrants, refugees, and children with chronic health conditions like IBD. She leads the Children, Families, and Communities Lab , where students explore topics such as Cognitive Assessment , Family Engagement , and Community-level Child Development . Her recent publications analyze psychometric tools in diverse populations, assessment feedback communication, and community factors influencing child development. She has presented nationally and internationally on topics like Indigenous Family Engagement and School Belonging for Refugee Students . Dr. Ford has supervised over 75 graduate theses and collaborates with global institutions, including the University of Melbourne on the KIDS in Communities Study (KICS) . Current projects examine school belonging for immigrant/refugee families , supporting children with inflammatory bowel disease , and cross-national assessment norms . She advocates for collaborative approaches to address Early Childhood Mental Health and Multi-cultural Considerations in educational environments.

• Homomorphic Encryption
• Big Data Analysis
• Database Systems
• +6 more

Hayato Yamana serves as Professor at Waseda University's Faculty of Science and Engineering and concurrently holds the position of Vice President for IT Promotion and Chief Information Officer since October 2020. His academic journey began with a Dr. Eng. degree from Waseda University in 1993, followed by positions at the Electrotechnical Laboratory of MITI, before joining Waseda University as Associate Professor in 2000 and becoming full Professor in 2005. He has held significant leadership roles including Director of the Database Society of Japan and the Information Processing Society of Japan, as well as Vice Chair of IEICE's Information and Communication Society. Waseda University, Faculty of Science and Engineering (2005-Present) National Institute of Informatics, Visiting Professor (2005-Present) Waseda University, Vice President for IT Promotion (2020-Present) Deputy Chief Information Officer (2015-2020) His research spans homomorphic encryption, big data analysis, and computer architecture, with notable contributions in privacy-preserving computation, recommender systems, and secure data processing. His work bridges theoretical cryptography with practical applications in smart cities, healthcare, and e-commerce security. Recent publications demonstrate strong focus on accelerating homomorphic encryption operations, improving recommendation system diversity, and developing novel authentication mechanisms. Analysis of his 15 most recent publications reveals consistent emphasis on privacy-preserving technologies (particularly homomorphic encryption applications), innovative recommender system architectures, and biometric security solutions. His research group produces highly cited work at the intersection of cryptography, machine learning, and systems security, with practical implementations in real-world scenarios including smart grids, e-commerce, and healthcare. Fellow, Information Processing Society of Japan (IPSJ), 2020 Golden Core Award, IEEE Computer Society, 2018 Fellow, Institute of Electronics, Information and Communication Engineers (IEICE), 2018 IBM Faculty Award, 2009 Multiple Best Paper Awards from IEICE, IPSJ, and ITE Yamana has secured substantial research funding for projects in homomorphic encryption, smart city infrastructure, and privacy-preserving systems. His leadership extends to advising numerous doctoral students and directing major research initiatives including the Smart Systems and Services Innovative Professional Education Program. He maintains active collaborations with industry partners through projects involving secure computation and data analytics. His research group operates at the forefront of secure computing, with specialized laboratories focused on homomorphic encryption acceleration, privacy-preserving machine learning, and secure mobile authentication. The team actively develops practical implementations of cryptographic protocols for real-world applications in healthcare, finance, and smart city infrastructure, bridging theoretical cryptography with deployable security solutions.

Philip BooneView profile

Academic

• Medical Genetics
• Genomics
• Pediatric Genetics
• +4 more

Philip Boone, MD, PhD, is an Attending Physician in the Division of Genetics and Genomics at Boston Children's Hospital and an Instructor of Pediatrics at Harvard Medical School. He specializes in medical genetics with particular expertise in rare disorders, medical mysteries, deletion and duplication syndromes, and Cornelia de Lange syndrome. Dr. Boone sees patients at Boston Children's Brookline location (2 Brookline Place, 7th Floor) and provides comprehensive genetic care including diagnostics, counseling, and individualized management. Stanford University (Undergraduate, 2006) Baylor College of Medicine (Graduate & Medical School, 2013-2014) Boston Combined Residency Program (Internship & Residency, 2016-2020) Harvard Medical School Genetics Training Program (Fellowship, 2020) Dr. Boone's research focuses on neurodevelopmental disorders, chromatin regulation, and genetic diagnostics. His work spans from fundamental genetic mechanisms to clinical applications, with particular emphasis on cohesinopathies including Cornelia de Lange syndrome. He has contributed significantly to understanding genetic variants associated with growth disorders, developmental features, and structural chromosomal abnormalities. His research combines advanced genomic technologies with clinical insights to improve diagnosis and management of rare genetic conditions. Analysis of Dr. Boone's publication record reveals a strong focus on medical genetics with emphasis on neurodevelopmental disorders, chromatin regulation, and genetic diagnostics. His work spans basic research on gene function and regulation to clinical applications in rare disease diagnosis. A notable trend is his investigation of cohesin complex disorders, particularly SMC3 variants and their relationship to Cornelia de Lange syndrome. His publications demonstrate expertise in both traditional genetic analysis and cutting-edge genomic technologies including long-read sequencing and telomere-to-telomere assembly. Dr. Boone actively contributes to medical education through publications on genetic diagnostics and distance learning resources for medical genetics. He has co-authored educational materials that help advance the field's knowledge base and training capabilities. As an attending physician in the Division of Genetics and Genomics at Boston Children's Hospital and a research fellow in the Center for Genomic Medicine at Massachusetts General Hospital, Dr. Boone works within one of the largest pediatric genetics practices in the country. The division includes over 30 board-certified clinical geneticists, genetic counselors, dieticians, and nursing staff who provide comprehensive care for patients with both common and extremely rare genetic conditions.

• Multisensory Perception
• Predictive Processing
• Speech Perception
• +3 more

Prof. Helen Blank is a Professor leading the Multisensory Perception Group and the Prediction in Communication Lab at the Institute for Systems Neuroscience, University Medical Center Hamburg-Eppendorf. Her work focuses on understanding how sensory information is integrated and predicted in contexts like speech perception and face recognition. She holds a Marie Curie Fellowship for her research on prior information's role in human communication. Fluent in German, English, and French, she contributes to experimental medicine and systems neuroscience. Her research spans predictive coding, neuroimaging, and clinical applications in Parkinson’s and developmental disorders. Education: Not explicitly stated in text, inferred as advanced degrees in neuroscience or related fields. Her research interests emphasize multisensory integration, predictive processing in speech and vision, and the neural bases of perception. Recent articles explore topics such as pupil responses to auditory surprise, face expectation hierarchies, and audio-visual speech processing. Awards include the Marie Curie Fellowship supporting her predictive communication work. She leads interdisciplinary teams within the Center for Experimental Medicine, advancing knowledge on perceptual mechanisms and their clinical implications.

Vicky ChondrogianniView profile

Professor

• Bilingualism
• Language Development
• Psycholinguistics
• +3 more

Professor Vicky Chondrogianni holds the Personal Chair of Bilingualism and Language Development at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. She is affiliated faculty at CUNY Graduate Center's Department of Speech-Language-Hearing Sciences. Her research focuses on first/second language acquisition, child bilingualism, psycholinguistics, and developmental language disorders. She has held positions at Bangor University, Aalborg University, and the University of Reading before joining Edinburgh. Education: BA in Linguistics and Classics (University of Athens), MPhil in English and Applied Linguistics (University of Cambridge), PhD in Second Language Acquisition (University of Cambridge). Research interests include cross-linguistic aspects of acquisition in typically-developing and impaired children, production/comprehension relationships, and cognitive-language interactions. She currently supervises PhD students in topics like morphosyntax in bilingual children and employs eye-tracking methods. Grants/Projects: Includes studies on Gaelic-medium education, heritage children's eye-tracking data, and language disorders in multilingual settings. She has led over 20 projects since 2002, including work on Welsh-English bilingualism and L2 Greek acquisition. Labs/Teams: Active in Bilingualism Matters, a research center promoting bilingualism awareness. Serves as Editor for Linguistic Approaches to Bilingualism and holds roles in international associations like IASCL.