Find Academic Supervisors

David I HanauerView profile

Adjunct Professor

• Science Education
• Scientific Inquiry
• Assessment in STEM
• +4 more

David I Hanauer is an Adjunct Professor in the Department of Biological Sciences at the University of Pittsburgh. He serves as Lead Assessment Coordinator for the SEA-PHAGES program, an initiative supported by the Howard Hughes Medical Institute (HHMI) that focuses on undergraduate research experiences in bacteriophage discovery. His work integrates scientific inquiry, educational assessment, and STEM literacy. Key research interests include student ownership of research projects, assessment methodologies for scientific inquiry, and barriers faced by second-language researchers in academic publishing. His collaboration with Prof. Graham Hatfull since 2005 has produced validated assessment tools and frameworks for measuring outcomes in course-based research programs. Publications span science education, multilingual academic writing, and qualitative methodologies. Notable contributions include Scientific Discourse: Multiliteracy in the Classroom (2006) and Active Assessment: Assessing Scientific Inquiry (2009). His work emphasizes equitable access to scientific research opportunities across diverse student populations. Current activities center on the SEA-PHAGES program’s impact on student persistence in STEM and the development of inclusive research education models. Funding includes long-term support from HHMI, enabling sustained exploration of assessment-driven educational innovation.

Rachel ParroquinView profile

Teaching Professor

• Community-Engaged Learning
• Intercultural Competence
• Children's Literature
• +2 more

Rachel Parroquin is a Teaching Professor of Spanish at the University of Notre Dame, affiliated with the Department of Spanish. She holds an M.Ed., B.A., and B.S. from Valparaiso University, and an Ed.D. from Loyola University Chicago. Her research focuses on Community-Engaged Learning, intercultural competence, children's literature, and the scholarship of teaching and learning. She teaches courses like Once Upon a Time: Children's Literature and Community Connections and collaborates with the Raclin Museum of Art to develop K-12 outreach materials. Her work emphasizes bridging academic study with community impact through partnerships with local organizations. Her teaching and research highlight innovative pedagogical approaches, such as integrating museum collections into language learning and fostering social justice through community-building initiatives. She actively contributes to the academic community through peer-reviewed publications and collaborative projects with engaged faculty and community partners.

• Developmental Psychology
• Social Psychology
• Theory of Mind
• +3 more

Chris Moore is a Professor in the Department of Psychology and Neuroscience at Dalhousie University, where he has held this position since 1988. He earned his Ph.D. in Experimental Psychology from the University of Cambridge (UK) and a B.A. Hons in Natural Sciences from the same institution. His research focuses on developmental and social psychology, particularly the emergence of social understanding and prosocial behavior in early childhood. Key topics include theory of mind, joint attention, moral development, and the influence of social contexts on decision-making. Moore previously held a Canada Research Chair (2003–2005) at the University of Toronto. His work bridges academic and public engagement, with a forthcoming book on guilt (2025) and a third-year social psychology course based on this research. He has published extensively on topics such as intergroup cooperation, autism spectrum disorder and moral reasoning, and cross-cultural sharing behaviors. Scientific Awards: Canada Research Chair (2003–2005) Advising & Grants: Dr. Moore is currently not accepting new research students, but his past work has involved collaborations across disciplines. His research has explored the interplay between developmental psychology and broader societal issues, including fairness, empathy, and cultural influences on moral behavior. Research Themes: His investigations span developmental trajectories of social cognition, the neurological underpinnings of moral judgment, and the transition from early childhood prosocial tendencies to adult social behavior. Recent work emphasizes translational research, connecting laboratory findings to real-world moral dilemmas.

Billy BadgerView profile

Senior Lecturer

• German Literature
• Modern Poetry Analysis
• Cultural Studies
• +3 more

Billy Badger is a Senior Lecturer in German at the University of Tasmania’s School of Humanities, part of the College of Arts, Law and Education. He specializes in German literature and modern poetry analysis, with a focus on authors such as Bas Böttcher and Erich Fried. His research explores themes like poetic form, metaphorical language, and cultural studies. He has held administrative roles including Head of Global Cultures and Languages and Associate Head of Learning and Teaching in the Humanities. Education: PhD (2002): University of Tasmania, ‘Zwischen dem Meer und dem Nichtmehr: Anxiety, Repression and Hope in the Works of Erich Fried’ BA(Hons) (1998): University of Tasmania BEd (1983): Tasmanian College of Advanced Education GradDip (1996): Modern Languages, University of Tasmania Research Interests: Badger’s work centers on modern German poetry, particularly Bas Böttcher’s stylistic innovations, Erich Fried’s existential themes, and pedagogical approaches to language learning. He investigates interdisciplinary intersections between literature, music, and visual arts, emphasizing form’s role in conveying meaning. Publications Trends: His recent articles (2020–2025) focus on contemporary German poetry’s formal experimentation, political art symbolism, and language acquisition challenges. Earlier works (2009–2010) analyzed metaphorical structures in Böttcher and Fried’s works, highlighting themes of hope, identity, and cultural critique. Affiliations: Member of the German Studies Association of Australia and LAAG (Linguistic Networks). He co-edits the ‘Bausteine eins’ series on German language learning.

• Educational Technology
• Online Language Learning
• Second Language Acquisition
• +5 more

Dr. Kristin Elwood is a Clinical Associate Professor and Director of Digital Initiatives and Instructional Design at Arizona State University's School of International Letters and Cultures (SILC). Her work focuses on educational technology, instructional design, and online language learning. She supports faculty in developing online second language acquisition courses and collaborates on digital solutions for online learning initiatives. Dr. Elwood holds a PhD in Learning, Literacies, and Technologies. Her research emphasizes the intersection of technology and language learning, including AI-driven feedback systems, design thinking frameworks for educators, and STEM outreach programs. She has contributed to NSF-funded projects like the Center for Bio-Mediated and Bio-Inspired Geotechnics (CBBG). Her recent publications explore AI chatbots in language education, design thinking models for teachers, and curriculum innovation. She teaches courses in individualized instruction and professional seminars for language programs. Her work bridges pedagogical theory with practical digital tools to enhance global language education. Dr. Elwood's awards and grants are not explicitly listed, but her leadership roles and collaborative projects reflect sustained contributions to educational innovation. She advises on interdisciplinary initiatives and fosters partnerships between academia and industry in technology-enhanced learning.

Betil ERÖZView profile

Associate Professor

• Intercultural Communicative Competence
• Cross-Cultural Communication
• Teacher Education and Training
• +5 more

Assoc. Prof. Dr. Betil ERÖZ is an Associate Professor at Middle East Technical University , within the Faculty of Education, Department of Foreign Language Education . Her research focuses on intercultural communicative competence, teacher education, reflective teaching, and sociolinguistics, with a strong emphasis on qualitative research methods and technology integration in language teaching. Ph.D. in Second Language Acquisition and Teaching, University of Arizona (2003) M.A. in English Language and Linguistics, University of Arizona (1998) B.A. in Foreign Language Education, Middle East Technical University (1995) Her recent work examines anti-refugee discourses on social media, identity construction in second career teachers, and corpus development for spoken Turkish. She also investigates pedagogical approaches to teaching speaking and writing, mentorship dynamics, and the use of literature and technology in integrated skills development. Key research trends include: Analysis of digital discourses and migration narratives Exploration of cultural patterns in language education Development of transcription standards for Turkish corpora

• Applied Linguistics
• Multilingualism
• Second Language Learning
• +7 more

Irmelin Kjelaas is an Associate Professor in Norwegian Didactics at NTNU's Department of Teacher Education within the Faculty of Social and Educational Sciences. She specializes in applied linguistics, multilingualism, and second language learning, particularly in educational contexts. Her work focuses on language policies, refugee education, and inclusive pedagogical practices for immigrant populations. **Education:** PhD in Applied Linguistics from NTNU (2009), focusing on conversations between unaccompanied minor asylum seekers and social workers. Research Interests: Her key areas include: Multilingualism in vocational and general education Refugee youth integration and language barriers Critical discourse analysis of educational policies Teacher training for linguistic diversity Language ideologies in Norwegian schools Recent Article Trends:** Her publications emphasize: Language policy challenges in vocational education (2025) Integration barriers for newly arrived students (2023-2024) Teacher narratives on refugee inclusion (2022-2023) Bilingualism in Norwegian curriculum design (2019-2020) Roles & Networks:** Co-leads the 'Second Language Didactics Network' with national education stakeholders Member of LiVE (Multilingualism in Vocational Education) and Nordic FLIN networks Board member of cultural platform Anna & Azra Advising & Grants:** Main supervisor of PhD candidate Unni Soltun Andreassen (2019–2023) Involved in EU-funded projects like INCLUSCHOOL and FAMREUN Collaborates with Universities of Oslo, Exeter, and VIA University College Labs/Teams:** Co-leads NTNU's 'Linguistic Diversity in School and Society' research group Develops curricula for vocational teachers via NTNU's Continuing Education programs

Malinda Blair O'LearyView profile

Associate Professor

• Second language acquisition
• Language education
• Languages for Specific Purposes
• +2 more

Malinda Blair O'Leary is an Associate Professor of Spanish at the University of Alabama at Birmingham (UAB), specializing in second language acquisition and language education. Her teaching focuses on integrating global perspectives through music, film, and real-world contexts. She develops blended learning courses, including online offerings for the Spanish for Specific Purposes (SSP) Certificate Program. Education: BA, MAEd, and PhD from UAB and University of Alabama. Research Interests: Language education methodologies, cross-cultural communication, and technology-enhanced language learning. Professional Experience: Studied abroad in Mexico (Universidad de Guadalajara) and Spain (Universidad de Alcalá de Henares). Continues international collaborations to enrich teaching.

• Second Language Acquisition
• Linguistics
• French Language Teaching
• +3 more

Laurence Richard is a Senior Lecturer and Director of the Centre for Language Study at the University of Southampton's School of Modern Languages and Linguistics. She specializes in second language acquisition and linguistic pedagogy. Education: B.A. in English and Anglo-American Civilisation and Literature from Bordeaux University Masters in FLE (Français Langue Étrangère) from La Sorbonne University, Paris PGCE from Homerton College, Cambridge MPhil in Second Language Acquisition, Linguistics (2003) from University of Southampton Research and Publications: Her work focuses on French subjunctive acquisition, social networks in language learning, and teacher training in European foreign language education. Key publications include a longitudinal study on target language interaction during year-abroad programs (2014) and a report on European language pedagogy developments (2002). Teaching and Supervision: Laurence convenes stages 4 and 7, teaches stage 5, and supervises postgraduate students like PhD candidate Yasmine Mechairia. Her modules emphasize grammar, cultural engagement, and lexical acquisition. Research Groups: A member of the Centre for Language Study, she contributes to interdisciplinary linguistic research and ESRC-funded projects on language acquisition dynamics.

Karen SmithView profile

Senior Lecturer

• Instructed Second Language Acquisition
• Uneven Language Competency
• Psychological Aspects of Language Learning
• +3 more

Karen Smith is a Senior Lecturer and Course Leader for the MA TESOL programme at the University of Central Lancashire's School of Psychology and Humanities. She holds a part-time Ph.D. via MPhil in Applied Linguistics, focusing on 'spiky language production in L2 EAP contexts.' Her research emphasizes psychological aspects of second language acquisition and uneven language competency development. Education: Ph.D. (part-time) candidate in Applied Linguistics, University of Central Lancashire MPhil in Applied Linguistics, University of Central Lancashire Research Interests: Instructed Second Language Acquisition methodologies Academic literacy challenges in EAP contexts Educational psychology of language learners No academic papers have been uploaded to her profile, though her work explores spiky language production and uneven linguistic development in second-language academic settings. Additional Roles: Teacher-trainer and supervisor of undergraduate/postgraduate research projects

VG Vinod VydiswaranView profile

Assistant Professor

• Information Trustworthiness
• Natural Language Processing
• Machine Learning
• +4 more

VG Vinod Vydiswaran is an Assistant Professor in the Department of Learning Health Sciences at the University of Michigan Medical School. He holds a PhD from the University of Illinois at Urbana-Champaign and an MTech from the Indian Institute of Technology Bombay. His research focuses on medical and health informatics, particularly analyzing medical information in clinical notes and online portals. Key areas include information trustworthiness, text mining, natural language processing, and machine learning applications in healthcare. Education: PhD, Computer Science, University of Illinois at Urbana-Champaign (2007-2012) MTech, Indian Institute of Technology Bombay (2002-2004) Bachelor of Engineering, Computer Engineering, Vishwakarma Institute of Technology, Pune (1998-2002) Research Interests: His work spans information trustworthiness, medical NLP, health informatics, and machine learning. Current emphasis is on analyzing medical information exchange between clinicians and patients via electronic health records and online platforms. Recent trends in publications include health vocabulary mining from community forums, trust propagation frameworks, and scenario-based news analysis. Awards: Best Paper Award at COMAD 2005 Second Prize in KDD Cup 2003 (Task 2) Outstanding Teaching Assistant Award (2011) CS Graduate Ambassador (2010-2011) Grants & Advising: Active in interdisciplinary collaborations involving health data mining. Taught SI 671 (Data Mining) in 2015. Served on program committees for AAAI, CIKM, AMIA, and others. Labs & Teams: Part of the Foreseer group at the School of Information, focusing on health informatics applications. Collaborates with Medical School faculty and industry partners like Microsoft Research and Palo Alto Research Center.

Concepción GodevView profile

Professor

• Applied Linguistics
• Translation Studies
• Spanish Language Teaching
• +4 more

Concepción Godev is a Professor in the Department of Languages, Cultures and Translation at the University of North Carolina at Charlotte. Her academic career spans decades of research and teaching in applied linguistics and translation studies. Ph.D. in Spanish Applied Linguistics (Pennsylvania State University, 1992) Ph.D. in Spanish Applied Linguistics (Universitat de Barcelona, 2006) M.A. in Spanish Literature and Linguistics (Pennsylvania State University, 1988) BA in Spanish Literature and Linguistics (Universidad de Málaga, 1984) Her research focuses on applied linguistics, translation pedagogy, blended learning, and gender inclusivity in Spanish language teaching. She has published extensively on these topics, often integrating technology and cross-cultural analysis into her work. Recent publications highlight her expertise in translation-project management, blended learning effectiveness, and inclusive language practices in educational settings. Her work bridges theoretical linguistics with practical applications in language acquisition. As a faculty member, she contributes to curriculum development and interdisciplinary research, with a particular emphasis on leveraging translation to enhance language learning in digital environments.

Ann ChildsView profile

Associate Professor

• Science Education
• Teacher Education
• Educational Policy
• +3 more

Ann Childs is an Associate Professor of Science Education at the University of Oxford and a Fellow of Lady Margaret Hall. She holds a PhD in Chemistry from the University of Birmingham and has 11 years of secondary science teaching experience in the UK and West Africa, including roles as Head of Chemistry and Head of Science. Since 1995, her work has focused on science teacher education, with expertise in classroom pedagogy, bilingual science instruction, and policy analysis. Her research spans topics like effective explanations in science classrooms, teacher education in multilingual contexts, and sustainable development in education. Her academic contributions include co-editing Classroom-Based Interventions Across Subject Areas (2018) and authoring chapters on international science pedagogy and teacher educator knowledge bases. Recent articles explore classroom interaction dynamics in EMI settings, teacher training innovations, and policy challenges in initial teacher education. Childs collaborates with institutions globally, including studies in Bhutan and Scotland, addressing teacher quality and professional development. Her advising includes doctoral student Qian Liu, focusing on secondary science education methodologies. Research trends highlight intersections between language, pedagogy, and policy, with a focus on equitable and effective teaching practices. Though no formal awards are listed, her extensive publications reflect sustained scholarly impact in science education and teacher training.

Eni BuljubasicView profile

Academic

• Critical Heritage Studies
• Cultural Studies
• Discourse Analysis
• +12 more

Eni Buljubasic is a PhD candidate and Research & Teaching Assistant at the Faculty of Humanities and Social Sciences, University of Split, Croatia. Her academic work bridges cultural studies, critical heritage, discourse analysis, and multimodal stylistics, with a focus on identity politics in Croatian popular music and heritage discourse. University: University of Split School: Faculty of Humanities and Social Sciences Role: PhD Candidate, Research & Teaching Assistant Her research centers on the transformation of traditional Dalmatian klapa singing into neoklapa, analyzing how heritage processes, nostalgia, and Mediterranean identity are rhetorically and visually constructed in music and media. She investigates themes of regional identity, authenticity, and national branding, often through feminist and poststructuralist lenses. Her methodological approach combines critical discourse analysis, multimodal stylistics, and semiotic interpretation. The 15 most recent publications reflect a consistent engagement with identity formation, cultural heritage, and stylistic analysis. Key trends include the Mediterranean repositioning of Croatian identity, interdiscursivity of nostalgia and heritage , and visual rhetoric in music videos . Her work spans journal articles, book chapters, and conference presentations, demonstrating interdisciplinary reach across literary theory, sociology, ethnomusicology, and linguistics. Notable scientific contributions include co-authoring a chapter in Politics of Scale (Berghahn, 2019) and organizing the 2018 conference Sea Change: Wavescapes in the Anthropocene . While no formal awards are listed, her active participation in international academic forums and publications in peer-reviewed venues underscores her scholarly impact. She has contributed to teaching Croatian as a second language and explored the role of literature and digital tools in language education. Her advising and grant history are not specified, but her role as a teaching assistant suggests involvement in curriculum development and student mentorship. She has also analyzed diasporic media such as Male novine in Chile, highlighting transnational cultural dynamics. Eni Buljubasic is associated with research groups and networks in critical heritage studies and Mediterranean cultural studies, often collaborating with scholars like Tuuli Lähdesmäki and engaging with key theorists such as Michael Herzfeld and Marianne Hirsch. Her work contributes to broader conversations on how cultural forms mediate identity in post-Yugoslav and global contexts.

Michelle O’MalleyView profile

Associate Professor

• Sociolinguistics
• Language Variation and Dialects
• Phonetics and Phonology
• +12 more

Michelle O’Malley is an Associate Professor of Instruction in Linguistics and the Undergraduate Chair in the Department of Linguistics at Ohio University’s College of Arts and Sciences. She is actively involved in teaching, curriculum development, and research focused on language variation, sociolinguistics, and language documentation, with regional emphasis on Southeast Ohio and Scotland. Her primary research interests include: Language variation and dialects, particularly American English and Appalachian speech Perceptual dialectology and sociolinguistic perception Forensic applications of linguistic analysis Phonetics and phonology in natural speech Language development in first and second language learners Corpus construction for endangered and regional language documentation She also leads a Cultural Linguistics Study Abroad program in Scotland, exploring Scots and Gaelic languages and their historical influence on American English. Her current projects include the Southeast Ohio Language Project (SOLP), a regional language corpus initiative, and comparative studies across age groups to track linguistic change over time. She is engaged in developing new courses and certificate programs in applied linguistics. While no scientific awards are listed in the provided text, her interdisciplinary work bridges linguistics, cognitive science, cultural studies, and education. She advises undergraduate students as Undergraduate Chair and contributes to academic leadership within the department. Her efforts in study abroad, curriculum innovation, and community-based research demonstrate a strong commitment to experiential learning and public engagement in linguistics. Michelle O’Malley is also involved in lab and field-based research through the Language and Culture Project, where she coordinates data collection, student training, and community outreach in linguistic documentation.