Find Academic Supervisors

Kelly CartwrightView profile

Professor

• Early Child Literacy
• Executive Function in Reading
• Cognitive Neuroscience of Reading
• +5 more

Kelly Cartwright is the inaugural Spangler Distinguished Professor of Early Child Literacy at the University of North Carolina at Charlotte, where she directs the READ Lab and co-coordinates the PhD program in Literacy Research, Policy, and Practice. She also serves in the Mebane Early Literacy Center and the Department of Psychological Science. Her research focuses on neurocognitive and affective factors in reading processes, supported by grants from the U.S. Department of Education’s Institute of Education Sciences. Her work emphasizes executive functions (EFs), reading anxiety, and strategies to improve literacy for struggling students. Education: PhD in Experimental Psychology (University of Arkansas, 1997) MA in Psychology (University of Arkansas, 1995) BS in Psychology (Virginia Tech, 1989) Research Interests: Cartwright investigates how executive functions, emotions, and motivations influence reading comprehension across ages and linguistic backgrounds. Her studies combine behavioral and neuroimaging (EEG) methods to explore EFs’ roles in coordinating reading processes. She has developed the Active View of Reading and co-authored influential texts like Executive Skills and Reading Comprehension . Recent Work Trends: Recent publications emphasize context-specific executive functions, bilingual literacy, and interventions for students with learning disabilities. Her work bridges cognitive science and classroom practice, with a focus on equity and evidence-based strategies. Awards & Recognition: 2023 Virginia Outstanding Faculty Award (highest state faculty honor) Recipient of multiple grants from the U.S. Department of Education Leadership roles in the Literacy Research Association Advising & Grants: Cartwright has supervised numerous collaborative grants and advised students on topics like EF interventions and reading policy. She co-developed the DRIVE model of reading and works with educators nationwide to implement research-driven practices. Labs & Teams: She leads the READ Lab, which investigates EFs, motivation, and neurocognitive processes in reading. Collaborations include the Mebane Early Literacy Center and international partnerships like her Visiting Research Fellowship at the University of Oxford.

Fatma BaturView profile

Lecturer

• Computer Science Education
• Informatics Didactics
• Language Education in STEM
• +4 more

Fatma Batur is an academic and secondary school teacher in Computer Science and Mathematics at the University of Duisburg-Essen and Gymnasium Norf in Neuss. She holds a Master of Education in Mathematics and Computer Science from the University of Münster and has conducted research on computational thinking, game-based learning, and language-sensitive pedagogy in computer science education. Her research focuses on students' conceptions of programming, the integration of digital games in education, and linguistic challenges in computer science classrooms. Notable contributions include studies on gender stereotypes in computing education and the design of adaptive programming tutors. She has been nominated for the Förderpreis der Angewandten Informatik 2012 for her master's thesis on cross-cultural student attitudes toward computer science. Batur is actively involved in teacher training programs and has developed curricula addressing language diversity and inclusive education strategies. She serves as Deputy Equal Opportunities Officer at the Faculty of Computer Science and contributes to interdisciplinary initiatives like the GI's 'Informatics and Social Development' working group.

María Esther Rodríguez GilView profile

Lecturer

• English Historical Sociolinguistics
• 18th-Century Grammatical Tradition
• History of Teaching English
• +3 more

Professional Overview María Esther Rodríguez Gil is a Contract Lecturer in English Language at the Department of Modern Philology, Translation and Interpretation, University of Las Palmas de Gran Canaria. She holds a PhD in English Philology (2002) and has been affiliated with the university since 2003, contributing to the research group 'Linguistic Variation and Change in English' (VARLING). Her academic work emphasizes 18th-century English grammatical traditions and the historical teaching of English. Education PhD in English Philology (2002), University of Las Palmas de Gran Canaria M.Litt. in English Language (1999), University of Newcastle upon Tyne Masters in Teaching English as a Foreign Language (2001), University of Las Palmas de Gran Canaria Bachelor's Degree in English Philology (1996), Universities of Las Palmas de Gran Canaria and La Laguna Research & Projects Her research focuses on historical sociolinguistics, eighteenth-century grammar writing, and language pedagogy. Key projects include the ECEG-database (a bio-bibliographic resource on 18th-century English grammars) and studies on female grammarians like Ann Fisher. She collaborates with institutions like the IATEXT Research Institute. Teaching Specializes in English for Specific Purposes (Business, Tourism, Computing) Develops innovative methodologies integrating technology (e.g., virtual reality, AI) Past courses include 'History of English Grammar' and 'Language Acquisition' Grants & Labs Recipient of a British Academy Research Grant (2008–2010) for the ECEG project. Active in the 'Variación y Cambio Lingüístico' research group. Explores immersive technologies in education through projects like AI-RUBRIC and VR microteaching. Awards No explicit awards mentioned, but recognized for contributions to digital humanities and historical linguistics.

Kaori TakamineView profile

Associate Professor

• Theoretical Linguistics
• Syntax
• Norwegian Didactics
• +7 more

Kaori Takamine is an Associate Professor at the UiT The Arctic University of Norway , affiliated with the Department of Automation and Process Engineering . Despite her departmental affiliation, her research group AcqVA-Nor focuses on Acquisition, Variation and Attrition of Norwegian . She teaches Communication, Norwegian, and English to engineering students. Research Interests : Theoretical/applied linguistics, Norwegian/English didactics, second language learning, intercultural communication, peer assessment systems, singing-based pronunciation methods. Projects : Internationalization in the Classroom (sustainable competence for engineers), Language Mentor program for pharmacy students with Norwegian as L2. Collaborations : Co-authorships with Gianina Iordachioaia, Isabelle Roy, Naoyuki Yamato, Peter Svenonius. Email : kaori.takamine@uit.no

• Technology-Enhanced Learning (TEL)
• Argumentation Competence Development
• 21st Century Skills
• +5 more

Omid Noroozi is an Associate Professor in the Education and Learning Sciences department at Wageningen University & Research, Netherlands. His research focuses on technology-enhanced learning (TEL), particularly in fostering 21st-century skills such as argumentation, collaborative learning, and entrepreneurial competencies through innovative educational technologies. He explores the design of adaptive learning environments like digital platforms, MOOCs, serious games, and virtual reality to enhance student learning outcomes. Key research areas include scaffolding argumentation-based learning using adaptive fading techniques, improving peer feedback processes for argumentative writing, and leveraging game-based learning to develop critical thinking skills. His work bridges pedagogical strategies with technological innovation, emphasizing the intersection of TEL and student-centered learning. Recent projects address the impact of AI tools like ChatGPT on education, gamification strategies for language learning, and the transition to online education during the pandemic. Noroozi collaborates with institutions globally, contributing to studies on multicultural group dynamics and learning analytics for personalized feedback systems. His professional contributions extend to advising on educational technology adoption, curriculum design for competency-based education, and fostering reflective practice in teacher education. He leads research teams focused on transforming education through digital innovations while maintaining strong connections to practical classroom applications.

• Cognitive Neuroscience
• Psychiatry
• Developmental Psychology
• +3 more

Dr. Anila D'Mello is an Assistant Professor and Jon Heighten Scholar in Autism Research at UT Southwestern Medical Center's Department of Psychiatry and O'Donnell Brain Institute. She also serves as faculty in the Department of Psychology at the University of Texas at Dallas. Her research integrates cognitive neuroscience, psychiatry, and developmental psychology to investigate cerebro-cerebellar circuits underlying language and cognition in neurodevelopmental disorders like autism. She leads the D'Mello Lab, which employs neuroimaging, neuromodulation, and behavioral experiments to explore these mechanisms. Dr. D'Mello holds a BA in Psychology from Georgetown University, a PhD in Behavior, Cognition, and Neuroscience from American University, and postdoctoral training at MIT's McGovern Institute. Her work emphasizes cerebellar contributions to autism, with a focus on circuits impacting language and social cognition. Notable contributions include studies on cerebellar connectivity in autism and translational research on tDCS for aphasia. Her research publications (2015–2025) span cerebellar networks, autism symptom correlates, and developmental neuroimaging. Recent trends highlight cerebellar integration into language frameworks and gender representation gaps in autism research. Awards include the Jon Heighten Autism Research Scholarship. She collaborates across institutions, bridging clinical and basic neuroscience to advance understanding of neurodevelopmental conditions.

• Machine Learning
• Computational Biology
• Geometry and Topology
• +3 more

Grégoire Sergeant-Perthuis is an Associate Professor in the Department of Computer Science at Sorbonne Université, affiliated with the LCQB research center. He collaborates with the Inria team Ouragan and focuses on interdisciplinary research at the intersection of geometry, machine learning, and computational biology. His work explores topics like consciousness modeling, statistical mechanics, and agent behavior control using geometric frameworks. Education: PhD in Mathematics from Université Paris Cité (supervisor: Daniel Bennequin), followed by postdoctoral research at INRIA Paris, Université d'Artois, and Université de Genève. He is organizing the 'Geometry Topology and Machine Learning' conference in 2026. Research interests include machine consciousness simulation, hybrid architectures for social intelligence, and categorical approaches to statistical mechanics. He investigates how geometric principles influence curiosity-driven exploration and agent decision-making. Teaching roles: Responsible for courses in bioinformatics, data science, and discrete mathematics at Sorbonne Université's Master's and undergraduate programs. Recent activities include advising a PhD student and developing resources for probabilistic modeling and algorithmic bioinformatics. Labs/Teams: Active member of Inria's Ouragan team, specializing in computational geometry and algebraic software systems.

Simon SmithView profile

Senior Lecturer

• Computational Linguistics
• English for Academic Purposes (EAP)
• Chinese Teaching and Learning
• +5 more

Simon Smith is a Senior Lecturer in Academic English at Coventry University's School of Humanities. With over a decade of experience teaching at universities in Taiwan and mainland China, he bridges language education with computational linguistics, focusing on corpus-based pedagogical approaches. His academic credentials include a Ph.D. in Speech Engineering from Birmingham University, an M.Sc. in Computational Linguistics from UMIST, and a B.A. in Chinese and Linguistics from the University of Leeds. Ph.D., Speech Engineering, Birmingham University M.Sc., Computational Linguistics, UMIST B.A (Hons), Chinese and Linguistics, University of Leeds Smith specializes in corpus linguistics applications for language teaching, with a particular emphasis on English for Academic Purposes (EAP), Chinese language acquisition, and computer-assisted language learning. His research explores data-driven learning methodologies, corpus query tools, and virtual learning environments like Moodle. He actively integrates web-based resources (WebQuests, VLEs) and corpus technology (Sketch Engine, SKELL) into his teaching framework. His publication record demonstrates consistent focus on corpus-based vocabulary acquisition, gap-fill test generation, and cross-cultural language learning. While his recent works (2015-2025) highlight DIY corpora development, blended learning models, and international collaborations, earlier works (2001-2009) concentrated on query type analysis, cloze test automation, and segmentation algorithms for Chinese language learning. As co-editor of the Taiwan Journal of English for Specific Purposes and co-chair of the Corpus Technologies and Applied Linguistics Conference (CTAL-2012) , he contributes to academic discourse through editorial and organizational roles. He currently supervises one PhD and one MSc/MA research student in language-related projects.

Vera KempeView profile

Professor

• Language Learning
• Language Development
• Child-Directed Speech
• +7 more

Professor Vera Kempe is a leading academic in Psychology and Language Learning at the Faculty of Social and Applied Sciences , Abertay University. She holds a BSc/MSc from Moscow State University and a PhD from Humboldt University . Research Interests: First/second language acquisition, child-directed speech evolution, dialect processing, emotion-communication dynamics, and cultural transmission. Leadership: Leads the Society Theme, bridging Behavioural Science and Game Design. Research Trends: Her recent work examines: • Cultural transmission of language through iterated learning • Dialect exposure effects on literacy • Emotion's role in language structure • Interdisciplinary links between game design and cognitive science. Scientific Awards: Leverhulme Trust grants Royal Society Partnership Grant British Academy Small Grants NATO Collaborative Linkage Grants Teaching: Has taught advanced courses like Developmental Psychology and Language Education . Outreach: Conducts primary school workshops and public science talks on language acquisition.

• Cognitive Communication Rehabilitation
• Traumatic Brain Injury (TBI)
• Reading and Writing Difficulties
• +5 more

Yalian Pei is an Assistant Professor in the Department of Communication Sciences and Disorders at Syracuse University, College of Arts and Sciences. She specializes in cognitive-communication rehabilitation, focusing on traumatic brain injury (TBI), concussion recovery, and the application of emerging technologies to improve functional communication outcomes. Her research addresses gaps in post-TBI support, return-to-learn strategies, and home-based therapy solutions. Education Ph.D., Communication Sciences and Disorders, University of Georgia (2023) M.A., Speech Language Pathology and Hearing Sciences, University of Musashino (2016) B.A., Chinese Language and Literature, Minzu University of China (2013) B.A., Communication Studies, Jackson State University (2012) Research Interests Dr. Pei’s work emphasizes translational research to bridge clinical practice and technological innovation. Key areas include reading self-efficacy post-TBI, social participation in virtual spaces, and the development of culturally adapted rehabilitation protocols. Her studies often involve mixed methods, leveraging social media data and ecological momentary assessment to understand patient experiences. Grants & Awards Recipient of the ANCDS Student Fellowship (2021) Lead investigator on grants from the American Speech-Language-Hearing Association and the Lerner Center for Public Health Promotion Principal Investigator for projects on multicultural rehabilitation principles and mHealth needs post-TBI Teaching & Service Teaches courses such as Neurogenic Communication Disorders II and Speech Science. Active in academic service, including roles on the ANCDS Race, Equity, Diversity, and Inclusion Committee, ACRM mTBI Task Force, and multiple editorial boards. Mentorship includes leading the SUCCESS peer mentoring program for concussion-affected students. Labs & Collaborations Directs the Cognitive Communication Lab at Syracuse University, focusing on interdisciplinary collaborations in neurorehabilitation and health equity.

• Bilingual Education
• Educational Psychology
• Health Literacy
• +5 more

Sandra Acosta is an Associate Professor in the Department of Educational Psychology at Texas A&M University. She holds a Ph.D. in Educational Psychology from Texas A&M (2009), an M.Ed. in Public School Administration from St. Thomas University, an M.A. in Spanish Philology from the University of Wisconsin, and a B.A. in Spanish Literature from the University of Texas. Her research focuses on bilingual education, health literacy, action research methodologies, and the impact of high-stakes testing on English Learners. Dr. Acosta has led or co-led multiple funded research initiatives, including the Sustainable Professional Development and Research Knowledge (SPARK) for Nevada English Learners Program (2018–2021) and the Journey project (2018–2023), both federally funded. She has been recognized with the 2011 NABE Dissertation Award and serves on editorial boards for journals like Research in the Schools . Her work bridges theory and practice through projects like Transforming Practices: A Primer on Action Research (2014), which emphasizes actionable solutions for health education practitioners. Key themes in her publications include the efficacy of machine translation tools in healthcare contexts, the role of extracurricular activities in academic success, and systemic reviews of educational policies affecting marginalized student groups. Acosta teaches courses such as Bilingual Assessment & Monitoring , Content Area Instruction , and Second Language Acquisition , reflecting her commitment to preparing educators for diverse classroom environments. Her interdisciplinary approach integrates educational psychology, public health, and technology, addressing critical issues like equitable access to education and healthcare information.

• Special Education
• Transition Services for Youth with Disabilities
• Self-Determination
• +4 more

Dr. Dan (Dalun) Zhang is a Professor of Special Education and Associate Dean for Faculty Affairs at Texas A&M University, where he also directs the Center on Disability and Development. His work focuses on improving transition outcomes for youth with disabilities, with $36M+ in external funding and over 86 peer-reviewed publications. Education: Ph.D. in Special Education, University of New Orleans (1998) M.Ed. in Special Education, University of New Orleans (1994) M.A. in Educational Theory, East China Normal University (1987) B.A. in Education, East China Normal University (1983) Research Interests: Dr. Zhang’s research centers on enhancing transition from school to adulthood for individuals with disabilities. Key themes include self-determination, culturally responsive practices, employment outcomes, and supported decision-making. His work emphasizes collaboration across educational, vocational, and policy sectors to address systemic barriers. Grants & Projects: PI for Texas A&M’s Center on Excellence in Developmental Disabilities (2015–2020) PATHS Program: Inclusive employment training (2010–present) Leadership training initiatives like Project LEAD and LEAP Clinical tools like the Diagnostic Adaptive Behavior Scale Awards: 2020 AUCD George S. Jesien Award 2013 Community Benefactor of the Year 2013 PATHS Empowerment Award 2005 Outstanding Faculty in Research (Clemson University) Leadership: Served as President of AAIDD’s Division on Career Development and Transition, and held leadership roles in AUCD and CEC. Active in editorial boards for journals like Journal of Disability Policy Studies . Advocacy: Promotes disability inclusion through initiatives like the Texas Youth Leadership Forum and supported decision-making frameworks. His work bridges research, practice, and policy to drive systemic change.

Isobel Kai-Hui WangView profile

Lecturer

• Language learner strategies
• Second language vocabulary learning and teaching
• Intercultural communication
• +5 more

Dr. Isobel Kai-Hui Wang is a Lecturer in Language Education and Programme Director for the MSc TESOL at the Moray House School of Education and Sport, University of Edinburgh. Her expertise spans language learner strategies, second language vocabulary pedagogy, intercultural communication, and teacher/learner psychology. She holds a PhD in Applied Linguistics from the University of Warwick and has prior roles as a Senior Research Fellow at the University of Graz and lecturer at Nankai University. Education: PhD in Applied Linguistics, University of Warwick (2010–2013) MA in English Language Teaching, University of Warwick (2009–2010) BA in History, Heritage and Education, University of Birmingham (2006–2009) Research focuses on vocabulary strategy instruction, teacher perspectives on strategy implementation, and psychological dimensions of language learning. Current projects include an Erasmus+ initiative on global citizenship pedagogies and a Springboard Fund study on Argentine teachers' strategy instruction practices. She has authored a Palgrave Macmillan monograph (2018) on study-abroad vocabulary strategies. Notable achievements include annual EUSA Teaching Awards nominations and leadership in grants totaling over £360k. Supervision focuses on vocabulary strategies, learner emotions, and L2 teacher motivation. She actively reviews for journals like System and Teaching and Teacher Education . Labs/Teams: Collaborates with the Global Citizenship and Multilingual Competences (GCMC) project consortium across Europe and contributes to Edinburgh's TESOL programme development.

Yanjing LiView profile

Assistant Professor

• Computer Architecture
• Hardware Security
• Emerging Technologies
• +4 more

Yanjing Li is an Assistant Professor in the Department of Computer Science (Systems Group) at the University of Chicago. She holds a Ph.D. in Electrical Engineering from Stanford University, an M.S. in Mathematical Sciences (with honors) and a B.S. in Electrical and Computer Engineering (with a double major in Computer Science) from Carnegie Mellon University. Her research focuses on computer architecture, hardware security, emerging technologies, and the intersection of machine learning with robust system design. Education: Ph.D., Electrical Engineering, Stanford University M.S., Mathematical Sciences (Honors), Carnegie Mellon University B.S., Electrical and Computer Engineering (Double Major in Computer Science), Carnegie Mellon University Research Interests: Professor Li explores efficient, intelligent, and secure computer architectures. Key areas include photonic interconnects, fail-secure architectures, resilience in deep learning accelerators, and cross-layer system design. Her work emphasizes energy-efficient computing and hardware security against failures and attacks. Awards & Honors: 2022 DAC Under-40 Innovators Award 2021 Google Research Scholar Award 2015 Intel Labs Gordy Academy Award Outstanding Dissertation Award (European Design and Automation Association) Multiple Best Paper Awards at IEEE/ACM Conferences Advising & Projects: Leads the YLab, mentoring PhD students like Yi He and Zequan Zhou. Active projects include UpDown (graph analytics acceleration), photonic interconnects funded by NSF/E2CDA, and fail-secure architectures. Collaborates on NSF-funded photonic computing research with UIUC and UChicago teams. Labs & Groups: Directs YLab and contributes to the Systems Group, fostering interdisciplinary work in systems, programming languages, and hardware-software co-design.

• Computer Vision
• Machine Learning
• Continual Learning
• +5 more

Tomasz Trzcinski is an active computer vision and machine learning researcher with a prolific publication record across top-tier conferences and journals including CVPR, ECCV, WACV, NeurIPS, and IEEE Access. His work spans multiple institutions, primarily collaborating with researchers from Polish academic and research organizations as evidenced by co-author patterns and institutional affiliations in his publications. 229+ publications documented in DBLP (2012-2025) Active contributor to computer vision and machine learning communities Regular presence at major conferences (CVPR, ECCV, NeurIPS) Trzcinski's research primarily focuses on continual learning , where he has made significant contributions to addressing catastrophic forgetting and knowledge retention. His work extends to 3D vision , particularly neural radiance fields (NeRF), Gaussian splatting, and point cloud processing, with applications in robotics and scene understanding. He also explores medical imaging applications, collaborating with medical researchers on projects involving pulmonary artery pressure estimation and fetal birth weight prediction. His methodological contributions include innovations in hypernetworks, vision transformers, and test-time adaptation techniques. Analysis of his recent publications (2023-2025) reveals a strong emphasis on continual learning methodologies, with approximately 40% of his work addressing challenges in this domain. His research demonstrates a consistent trajectory toward more efficient and robust neural network architectures, with increasing focus on practical applications in robotics, medical imaging, and real-world adaptation scenarios. The integration of vision-language models and contrastive learning approaches represents his latest research direction, indicating adaptation to emerging trends in the field. As a senior researcher, Trzcinski frequently serves as a corresponding author and collaborates with numerous junior researchers, suggesting an active supervisory role. His work shows evidence of securing research funding through collaborations with institutions involved in medical imaging and computer vision applications. Trzcinski maintains active research collaborations across multiple teams, particularly with groups focused on continual learning (Twardowski, Deja, Cygert), 3D vision (Kania, Kowalski), and medical applications (Sitek, Grzeszczyk). His research group appears to maintain strong connections between theoretical machine learning advancements and practical applications in healthcare and robotics.