Find Academic Supervisors

Janet SwimView profile

Professor

• Environmental Psychology
• Climate Change Psychology
• Pro-environmental Behavior
• +3 more

Janet Swim is Professor of Psychology at Penn State University and Associate Director of the Climate Consortium. As a Fellow of the Social Science Research Institute, she leads interdisciplinary research bridging psychology with environmental science to address sustainability challenges through experimental and survey methodologies. Education: Ph.D. in Psychology, University of Minnesota (1988) Her research investigates psychological drivers of pro-environmental action, focusing on hope, connectedness to nature, and policy attributes. She examines generational climate attitudes (e.g., 'OK Boomer' study), human-animal empathy dynamics, and water-quality policy support through experimental frameworks. Her work emphasizes translating psychological insights into real-world climate solutions via partnerships with natural scientists, educators, and artists. Publication trends reveal strong interdisciplinary integration, with recent work spanning climate communication (2022-2024), meta-analyses of hope's role in engagement (2023), and foundational studies on nature connectedness (2021). Key journals include Journal of Environmental Psychology and Global and Environmental Change , reflecting consistent contributions to environmental decision science. Scientific Awards: Fellow of the Social Science Research Institute Dr. Swim secures major funding from NSF and Belmont Forum for international projects on land-use change perception and water-quality policies. She previously led the National Network for Ocean and Climate Change Interpretation (NNOCI) evaluating climate communication at zoos/aquariums and co-created Mt. Cuba Center's 'Growing Together' native-plant initiative. Her PAct Lab (Pro-Environmental Action Lab) trains students in sustainability research methodologies. She directs the Swim Lab conducting field experiments on neighborhood environmental engagement and climate policy support, collaborating with interdisciplinary teams across 12 institutions. Current work focuses on psychological barriers to ecological solutions and cross-cultural responses to land-use policies affecting biodiversity.

Paul R. CarlileView profile

Professor

• Knowledge Management
• Collaboration and Innovation
• Organizational Behavior
• +3 more

Paul R. Carlile is a Professor of Management and Information Systems and Senior Associate Dean for Online Learning at Boston University's Questrom School of Business, where he previously chaired the Information Systems Department. Before joining BU, he was faculty at MIT Sloan School of Management, bringing extensive academic leadership experience across top-tier institutions. Education: PhD in Organizational Behavior, University of Michigan (1997) MA in Organizational Behavior, Brigham Young University (1990) BA in Philosophy, Brigham Young University (1988) His research pioneers the study of knowledge boundaries across expertise domains, developing frameworks to enhance cross-boundary collaboration and innovation. Applied across automotive, software, aerospace, and pharmaceutical industries, his work bridges theoretical rigor with practical implementation. Carlile co-authored Reimagining Business Education , which critiques siloed higher education structures and proposes integrative teaching approaches for broader stakeholder value. Recent publications (2019-2025) reveal evolving focus on routine dynamics in interorganizational contexts, materiality of ignorance, and digital health innovation, demonstrating consistent contributions to organizational theory through sociomaterial and practice-based lenses. Awards: Most Innovative Business School Idea of 2015 (Poets & Quants) for Master of Science in Management Studies (MSMS) program As Senior Associate Dean, Carlile drives curricular innovation including the experiential MSMS degree, while his research collaborations with industry partners translate theoretical insights into practical frameworks for cross-domain innovation. His dual role uniquely positions him to integrate scholarly rigor with educational transformation.

Susan FournierView profile

Professor

• Branding
• Consumer Behavior
• Brand Relationships
• +3 more

Susan Fournier serves as the Allen Questrom Professor and Dean at Boston University Questrom School of Business. Appointed Dean in 2019, she is Questrom's first academic dean in over 40 years and the institution's first woman dean. A faculty member since 2005, she previously held leadership roles including Senior Associate Dean of Faculty & Research and Faculty Director of MBA and Doctoral programs. As a first-generation college student, she brings unique perspective to advancing diversity and inclusion initiatives. Her academic foundation includes a PhD in Marketing from the University of Florida (1994), an MS in Marketing from The Pennsylvania State University (1983), and a BSBA in Marketing from the University of Massachusetts at Amherst (1980). Fournier pioneered the brand relationships research sub-field, examining how consumers form emotional connections with brands through psychological, anthropological, and financial lenses. Her work explores brand risk dynamics, person-brands (e.g., Martha Stewart, Donald Trump), brand co-creation, and relationship phenomena including "flings," "abusive marriages," and "secret affairs." She emphasizes translating academic insights into practical business applications through her extensive industry consulting. Her publication trajectory reveals deepening focus on socio-political brand risks, digital-era consumer-brand interactions, and financial implications of branding strategies. Recent work analyzes corporate responses to sociopolitical events, brand risk mitigation, and the valuation impact of brand architecture decisions across diverse market contexts. Her scientific recognition includes: Long-Term Contribution Award in Consumer Research Maynard Award from Journal of Marketing Sheth Award from Journal of the Academy of Marketing Science Emerald Publishing Citation of Excellence Award Fournier directed Questrom's Doctoral program while maintaining active industry engagement through her consulting practice with IBM, Coca-Cola, and Procter & Gamble. Her 12-year tenure on Harley-Davidson's Harley Owners Group Board and brand advisory role at Irving Oil Corporation inform her research-practice integration. She has designed award-winning MBA electives and contributed over 40 Harvard Business School case studies. She founded and chairs the Institute for Brands & Brand Relationships, a non-profit collaborative advancing interdisciplinary research across academic and practitioner communities. This initiative fosters global dialogue on emerging brand phenomena through workshops, publications, and cross-sector partnerships.

Taru FeldtView profile

Professor

• Work and Organizational Psychology
• Employee Well-being
• Sustainable Careers
• +3 more

Taru Feldt is a full Professor and Vice Head of Department at the University of Jyväskylä 's Faculty of Education and Psychology , specifically within the Department of Psychology . Her work focuses on well-being and motivation at work , with longitudinal studies examining occupational well-being across diverse sectors including healthcare, education, and managerial roles. Research Focus : Sustainable careers, work intensification, ethical organizational culture, and stress of conscience Teaching : Work and organizational psychology, personality psychology Leadership Roles : Chair of the Doctoral Program in Psychology, Vice Head of Department Key Projects : EWIDE (Emergent Work in the Digital Era), SUSDIGI (Sustainable Digitalization and Careers), Career Shocks in Healthcare, MEANWELL (Meaningful Work and Well-being) Her research employs latent transition analysis and person-centered approaches to understand evolving patterns of burnout, engagement, and ethical decision-making. She investigates how digitalization , organizational change , and intensified job demands affect employee well-being and career sustainability. Collaborations extend to healthcare sectors, focusing on nurse well-being , teacher stress , and employee turnover . Her work provides actionable insights for improving workplace environments through moral potency frameworks and stress management strategies. Contact : taru.feldt@jyu.fi | +358408053485 | Alvar Aallon katu 9

Emily HuddartView profile

Professor

• Environmental sociology
• Sustainable consumption
• Gender and environment
• +5 more

Emily Huddart is a Professor and Associate Head in the Department of Sociology at the University of British Columbia, Faculty of Arts. Her research centers on environmental sociology, sustainable consumption, and the social dynamics of civic engagement in environmental protection. Education: PhD, University of Alberta Research Interests: Her research program explores how gender, class, and political ideology shape environmental beliefs and practices. She investigates two key questions: what motivates civic engagement in environmental protection, and how do pro-environmental behaviors reproduce social differences and polarization? Research Grants: 2023–2029: SSHRC Insight Grant – "Defining, explaining, and disrupting affective climate polarisation in Canada" 2019–2021: SSHRC Insight Development Grant – "Who cares about the environment? How class and politics are related to environmental beliefs, preferences and impacts" Graduate Supervision: Parker Muzzerall – PhD in Sociology (climate politics and public policy) Carly Hamdon – PhD in Sociology (masculinity and environmental relationships) Contact: Email: emily.huddart@ubc.ca Phone: 604 822 1184 Office: ANSO 1313

Frank ReinholdView profile

Professor

• Mathematics Education
• Educational Psychology
• Technology in Education
• +6 more

Frank Reinhold serves as Professor of Mathematics Education at the University of Education Freiburg (Pädagogische Hochschule Freiburg), where he leads the Institute for Mathematical Education. His academic career spans research, teaching, and leadership roles focused on mathematics education and digital learning environments. Previously, he held postdoctoral positions at both the University of Education Freiburg and Technical University of Munich, where he completed his PhD in Mathematics Education in 2018. His educational background includes a PhD from Technical University of Munich (2018), State Examination for Gymnasium Teaching in Mathematics and Physics from University of Regensburg (2012), and undergraduate studies in Mathematics and Physics Education at University of Regensburg (2007-2012). Before his academic career, he worked as a high school teacher at Wilhelm-Hausenstein-Gymnasium Munich (2014-2017). Reinhold's research centers on mathematics education with emphasis on digital tools, fraction learning, cognitive processes, and teacher training. His work explores how technology-enhanced learning environments impact mathematical understanding, particularly in fraction concepts and statistical reasoning. He investigates cognitive processes through methods like eye-tracking and process data analysis from digital learning environments, examining how students develop conceptual understanding and how teachers can effectively diagnose and address misconceptions. His research portfolio includes significant projects such as Di.ge.LL2 (Digital teaching-learning settings for cognitive activation), eye-teach-stats (teacher training with eye-tracking vignettes), frACTIONs (learning fractions with digital tools), and MINT-ProNeD (professional networks for adaptive innovations in STEM teacher education). These projects collectively address how digital tools can enhance mathematical understanding while considering individual differences among learners. Scholarship for postdoctoral researchers 2021 from Daimler and Benz Foundation GDM Dissertation Award 2020 for outstanding mathematics education dissertation Nomination for Polytechnik-Preis 2019: Dealing with Diversity in MINT Education As a mentor, Reinhold guides doctoral students and emerging researchers in mathematics education. His research is supported by substantial funding from organizations including the German Federal Ministry of Education and Research (BMBF), Baden-Württemberg Ministry of Science, Research and Art, and Erasmus+. He serves as scientific advisor to the State Institute for School Quality and Educational Research (ISB) Munich and participates in expert panels for educational initiatives in Baden-Württemberg. Reinhold co-leads the working group 'Mathematics Education and Digital Tools (AK MdW)' of the Society for Didactics of Mathematics (GDM) and contributes to the development of educational standards for digital mathematics instruction. His collaborative work spans international partnerships with institutions in Germany, the Netherlands, Belgium, and Colombia, reflecting a commitment to advancing mathematics education through both theoretical insight and practical classroom applications.

• Gender Differences
• Negotiation Ethics
• Social Cognition
• +3 more

Laura J. Kray is a Professor at the University of California, Berkeley, where she conducts research at the intersection of social psychology, organizational behavior, and gender studies. Her work critically examines how gender stereotypes influence negotiations, ethical decision-making, and workplace dynamics, with a focus on power hierarchies and equity. Her research explores topics such as gender differences in trust restoration, the impact of precarious masculinity on workplace behavior, and strategies to mitigate backlash against ambitious women. Kray investigates how social identities and cognitive biases shape interactions in professional settings, advocating for evidence-based solutions to reduce gender disparities. Kray's publications reveal a consistent focus on gender equity, ethics, and social cognition. Her recent articles analyze virtual conferencing inclusivity, work-family conflict interventions, and systemic gender bias in academia. This body of work underscores her commitment to translating psychological insights into practical organizational reforms.

Faith HollandView profile

Adjunct Associate Professor

• Gender studies
• Technology and intimacy
• Digital art
• +7 more

Faith Holland serves as an Adjunct Associate Professor in the Foundation School at Pratt Institute, where she teaches courses related to digital media, new media art, and internet culture. She maintains a parallel career as a professional multimedia artist with exhibitions at prestigious institutions including The Whitney Museum of American Art (New York), NRW Forum (Düsseldorf), Fotografisk Center (Copenhagen), and DAM Gallery (Berlin). Her academic work directly informs and intersects with her artistic practice, creating a cohesive exploration of technology's impact on human experience. Holland's research focuses on the intersection of gender, intimacy, and technology through diverse media including sculpture, performance, video, animated gifs, and net art. Her work employs humor and tenderness to critically examine our embodied relationships with digital technologies. Key areas include feminist technology studies, queer digital spaces, internet pornography critique, and the materiality of digital interfaces. Through projects like 'Improving, Non-Stop' and 'Artist's Statement,' she offers incisive commentary on digital beauty standards and art world rhetoric. Her artistic output reveals evolving interests from early explorations of digital eroticism and internet culture to more recent investigations of artificial intelligence and machine learning systems. Works like 'Artificial Intelligence Forced to Confront Its Own Death' represent innovative approaches where she trains AI models on organic decay processes, creating conceptual frameworks for technology to imagine mortality. This progression demonstrates her sustained engagement with emerging technologies while maintaining consistent critical perspective. Holland has received significant recognition including a 2021 New York State Council on the Arts grant, NYFA Fellowship Finalist status in Digital/Electronic Art, artist residencies at Jamaica Center for Arts and Learning and Harvestworks, and being a finalist for Fotomuseum Winterthur's Post-Photography Prototyping Prize. Her work has been critically acclaimed in major publications including Artforum, The New York Times, The New Yorker, and Hyperallergic. As both an educator and practitioner, Holland occupies a unique position at the intersection of academic discourse and contemporary art practice. Her teaching at Pratt Institute and the School of Visual Arts directly incorporates her professional experience, providing students with insight into the evolving landscape of digital art and technology criticism. She is represented by Microscope Gallery, which has presented her solo exhibitions in New York.

Gary McPhersonView profile

Professor

• Music Education
• Music Psychology
• Performance Science
• +3 more

Gary McPherson is the Ormond Professor of Music at the University of Melbourne's Melbourne Conservatorium of Music, Australia. A distinguished scholar in music education and psychology, he has held significant academic positions globally including the Marilyn Pflederer Zimmerman Endowed Chair at the University of Illinois and Professor of Creative Arts at the Hong Kong Institute of Education. His educational background includes: Undergraduate training in music education at the Sydney Conservatorium of Music Licentiate (L.T.C.L) and Fellowship (F.T.C.L.) in trumpet performance from Trinity College, London Master of Music Education at Indiana University Doctor of Philosophy at the University of Sydney Professor McPherson's research focuses on understanding how individuals develop musical skills, investigating the biological, cognitive and social processes involved in acquiring musical competencies. His work examines personal, environmental and developmental factors that affect musical development, ability, identity, and wellbeing. He is particularly known for his longitudinal studies tracking musicians' development over time and for establishing interdisciplinary connections across the university through the Music, Mind & Wellbeing initiative. His extensive publication record shows a clear trajectory toward understanding self-regulated learning in music, the psychology of musical performance, and gifted education in music. Recent work emphasizes interdisciplinary approaches, combining insights from psychology, education, and neuroscience to enhance music teaching and learning practices. Professor McPherson has received significant recognition for his contributions: Honorary Life Membership of the International Society for Music Education (ISME) Fellow of the Australian Society for Music Education (ASME) As an educator and mentor, Professor McPherson has supervised numerous doctoral students and early-career researchers. His editorial work includes serving on the boards of major research journals in music education and as Associate Editor for Psychology of Music, Research Studies in Music Education (which he helped establish in 1993), and the Journal of Interdisciplinary Music Studies. He has secured significant research funding for longitudinal studies on musical development and interdisciplinary wellbeing projects. Professor McPherson leads the Music, Mind & Wellbeing initiative at the University of Melbourne, fostering collaboration between music, psychology, and health sciences. His work connects researchers across disciplines to explore how music impacts human development and wellbeing, creating a vibrant research community focused on practical applications of music psychology research.

Sun Yee YipView profile

Lecturer

• Teacher Diversity
• Educational Equity and Inclusion
• Teacher Professionalisation
• +4 more

Sun Yee Yip is a Lecturer in Teacher Education at Monash University's Faculty of Education, specializing in the School of Curriculum Teaching & Inclusive Education. With extensive prior experience as a secondary science teacher, policy officer, and school leader in Singapore's education sector, she brings practical insights to her academic work. Her research centers on educational equity and diversity , specifically examining: Strategies to expand teacher diversity through improved initial teacher education Leveraging generative AI for inclusive pedagogical practices School reform models promoting equitable outcomes for marginalized students Her work appears in leading journals including the Journal of Further and Higher Education, where she serves as Associate Editor. Analysis of her recent publications reveals consistent focus on immigrant teacher adaptation , teacher status dynamics , and intersectional identity formation within multicultural educational contexts. The research employs primarily qualitative methodologies with strong emphasis on autoethnography and narrative analysis. Her scientific recognition includes: Australian Teacher Education Association Early Career Researcher Award (2022) Monash Education CTI Research Excellence Award (2024) Association for Supervision and Curriculum Development Gold Award (2012) As an active supervisor, she leads six current research projects including: Supporting master’s course students to become early career researchers Professional Learning Program for Zhejiang Teacher Educators Enhancing teacher diversity: attracting culturally diverse candidates into initial teacher education Her community engagement spans the Australia Teacher Education Association Executive Committee and editorial roles for multiple international journals.

Pamela PatrickView profile

Lecturer

• Educational Psychology
• Mental Health in Education
• Inclusive School Communities
• +5 more

Pamela Patrick is a Lecturer at the School of Educational Psychology & Counselling , Monash University , and a Board-Approved Supervisor. Her research focuses on cultivating inclusive school communities, advancing teacher and student wellbeing, and supporting underrepresented groups in education, with expertise in the Delphi technique and mixed-methods research. Education: Doctor of Philosophy (2020), Master of Educational and Developmental Psychology (2016) Research Interests include: Intergenerational impact of parental mental illness on adult children Teacher wellbeing, burnout, and compassion fatigue Supporting LGBTQIA+ students in schools Delphi technique and participatory action research methodologies Post-COVID-19 student mental health and school engagement Recent Publications highlight trends in educator wellbeing, systemic mental health support in schools, and Delphi-based program design. Her work aligns with the UN Sustainable Development Goal of Quality Education. Scientific Awards: Mollie Holman Medal (2020) EPC Excellence in Teaching (2024) MEA Education Excellence (2025) Professional Contributions include peer reviewing for Advances in Mental Health and Frontiers in Psychology , and collaborative projects like the School Refusal Clinic Program Evaluation . She actively engages in media commentary on school wellbeing and attendance issues.

• Cancer Biology
• Cell Migration
• Developmental Biology
• +3 more

Alberto Puliafito serves as Assistant Professor in Oncology at the University of Turin (since 2018) and Researcher in Cell Migration at Candiolo Cancer Institute, FPO-IRCCS (since 2010). His dual appointments position him at the intersection of cancer biology and developmental biophysics, with active research spanning tumor heterogeneity, cell migration dynamics, and embryonic patterning mechanisms. His research program integrates quantitative biophysics with molecular oncology to investigate collective cancer cell behaviors and fundamental developmental processes. Key interests include cytoplasmic flow mechanics in Drosophila embryogenesis, heteroclonal tumor cluster formation, and vascular development pathways. This interdisciplinary approach combines live imaging, mathematical modeling, and 3D tumor microenvironment systems to uncover mechanical and molecular drivers of biological organization. Analysis of his 37 publications (2018-2023) reveals consistent focus on cancer cell migration mechanics and embryonic self-organization. Recent work demonstrates how nuclear positioning synchronizes cell cycles in embryos and how heteroclonal clusters drive metastatic progression. His collaborative network bridges cell biologists, physicists, and clinicians, with prominent publications in Cell, Nature Genetics, and Developmental Cell highlighting mechanistic insights with therapeutic implications.

Pei-Ying WuView profile

Associate Professor

• Early Childhood Curriculum and Assessment
• Reggio Emilia Approach to Education
• Early Childhood Teacher Professional Development
• +3 more

Pei-Ying Wu is an Associate Professor in the Early Childhood Education Program at California State University, Fresno, where she holds the Fansler Chair and directs the Joyce M. Huggins Early Education Center. Born in Taiwan, she brings extensive cross-cultural expertise to her research and teaching. Dr. Wu spearheaded the development of Fresno State's Preliminary PK-3 Early Childhood Education Specialist Instruction Credential Program, accredited in 2024. Education: PhD in Early Childhood, Special Education, and Literacy, University of North Carolina at Chapel Hill (2017) MS in Teaching, Learning and Curriculum, University of Pennsylvania (2007) MBA and BA in Accounting, National Chengchi University, Taipei (2004, 2002) Research Focus: Dr. Wu investigates early childhood teachers' professional development, STEAM education frameworks, dual-language immersion pedagogies, and the Reggio Emilia Approach. Her work emphasizes culturally responsive teaching and curriculum design for young learners, particularly in multilingual contexts. Publications Insight: Her scholarly output (2014–2023) centers on practical strategies for early childhood educators, including STEAM curriculum guides, cross-cultural teacher adaptation, and language development frameworks. Recurring themes include inquiry-based learning, teacher self-efficacy, and innovative pedagogical models. Leadership & Grants: As Huggins Center director, she oversees applied early childhood education initiatives. She secured program accreditation for the PK-3 ECE Credential—a milestone in California's teacher preparation landscape.

Melissa J. WilliamsView profile

Associate Professor

• Culture and Ethnicity
• Gender Psychology
• Intergroup Relations
• +7 more

Melissa J. Williams is an Associate Professor in Organization & Management at Goizueta Business School, Emory University. She previously completed a postdoctoral fellowship at the Graduate School of Business, Stanford University, and earned a Ph.D. in social and personality psychology from the University of California, Berkeley. Dr. Williams received her Ph.D. in Social and Personality Psychology from the University of California, Berkeley in 2008. She then completed a postdoctoral fellowship at Stanford University's Graduate School of Business before joining Emory University's Goizueta Business School as faculty. Dr. Williams' research program investigates the intersection of power and dominance with gender, race, and culture. Her work explores the role of power in hostility and harassment of women, responses to powerful women and men, socially responsible uses of power, the role of physical appearance in race and racial stereotyping, and the workplace consequences of stigma and stigma by association. Her interdisciplinary approach bridges social psychology with organizational behavior, providing empirical insights into how power dynamics shape workplace interactions across different demographic groups. Analysis of Dr. Williams' publication record reveals a consistent trajectory examining power dynamics through multiple lenses. Her early work focused on cultural differences in stereotyping processes and attribution theory, while her more recent research has increasingly examined gender-power dynamics in organizational contexts. A distinctive feature of her scholarship is the integration of experimental social psychology methods with organizational behavior questions, producing findings with both theoretical significance and practical workplace applications. Alumni Award for Excellence in Research from Emory University Geis Memorial Award for Dissertation Research from the Association for Women in Psychology Outstanding Graduate Student Instructor award from UC Berkeley As an educator at Emory University, Dr. Williams teaches courses including Data Analysis & Research Methods, Leading With Evidence, Principles of Organization & Management, Social Psychology, and Topics in Psychology. She serves as an SPN Mentor, providing career advice and information to college students from underrepresented groups, including racial or ethnic minorities, first-generation college students, individuals with disabilities, and LGBTQ+ students. Dr. Williams maintains an active research program with publications spanning top journals in social psychology and organizational behavior. Her work continues to explore how power dynamics operate across gender and racial lines in organizational settings, with implications for reducing discrimination and improving workplace equity.

Jennifer VonkView profile

Professor

• animal cognition
• cognitive development
• social cognition
• +12 more

Dr. Jennifer Vonk is a Professor in the Department of Psychology at Oakland University. Her academic career spans over two decades with a focus on comparative and cognitive psychology, examining cognitive continuities and discontinuities between humans and other species. She directs the Laboratory of Cognitive Origins and has made significant contributions to our understanding of animal cognition across diverse species including bears, primates, dogs, and cats. Dr. Vonk's educational background includes: PhD from York University (2002), Toronto, Ontario MA from Wilfred Laurier University (1998), Waterloo, Ontario BA from McMaster University (1994), Hamilton, Ontario As a comparative/cognitive psychologist, Dr. Vonk's primary research interests focus on two overlapping areas: animal cognition and cognitive development. Her work examines cognitive continuities and discontinuities between humans and both closely and distantly related species, with particular emphasis on both phylogenetic and ontogenetic origins of cognitive processes thought to be unique to humans. Current research centers on social cognition (theory of mind, prosociality, and reasoning about emotions) as well as physical cognition (causal reasoning, analogical reasoning, numerosity, and natural concept formation). More recent work investigates the effects of religiosity, attachment, and perspective-taking on human decision-making processes. Dr. Vonk has also expanded her research to examine how companion animals respond to the death of human caregivers in their households. Dr. Vonk's extensive publication record reveals consistent themes across species and cognitive domains. Her research demonstrates sophisticated cognitive abilities in non-human animals, particularly in areas of social cognition, physical reasoning, and numerical abilities. She has conducted groundbreaking work with American black bears, demonstrating their capacity for quantity estimation, causal reasoning, and natural concept formation. Her comparative approach, examining similar cognitive processes across primates, carnivores, and domesticated species, has provided valuable insights into the evolutionary origins of human cognitive abilities. Dr. Vonk actively mentors graduate students through Oakland University's psychology program and maintains the Laboratory of Cognitive Origins. She has secured research funding to study animal cognition across multiple species and has been involved in conservation education initiatives, particularly regarding bat conservation. Her lab frequently recruits coders interested in gaining experience in animal behavior and cognition research. Dr. Vonk has contributed significantly to the field through her editorial work, including co-editing the Oxford Handbook of Comparative Evolutionary Psychology (2012) and serving as co-editor for the upcoming Encyclopedia of Animal Behavior and Cognition. She has also authored numerous book chapters and commentaries that have helped shape the theoretical foundations of comparative psychology.