Find Academic Supervisors

Ozcan GulacarView profile

Teaching Professor

• Chemistry Education
• STEM Education
• Educational Technology
• +3 more

Dr. Ozcan Gulacar is a Professor of Teaching in the Department of Chemistry at the University of California, Davis, affiliated with the College of Letters and Science. His research focuses on enhancing problem-solving skills in STEM education, particularly in chemistry, by examining cognitive structures, instructional methods, and socio-scientific issues. He integrates sustainability topics into curricula to improve student motivation and self-efficacy. Education: Ph.D. in Chemistry Education, Western Michigan University (2007) B.A. in Chemistry, Uludag University, Turkey (1996) Research Interests: Dr. Gulacar investigates how knowledge structures influence problem-solving performance, the role of educational technology, and the impact of socio-scientific issues (e.g., sustainability, plastics) on student engagement. His work bridges cognitive science and pedagogy to design effective teaching strategies. Recent Trends in Publications: Recent studies analyze the effects of practice time on chemistry performance, mixed versus categorized homework, and the integration of UN Sustainable Development Goals in science education. His work emphasizes evidence-based instructional methods and their impact on diverse student populations. Awards: 2025: College of Letters and Science Faculty Award for Mentoring Students 2024: Fellow, AAAS; Distinguished Teaching Award 2023: Alumni Achievement Award, Mallinson Institute Advising & Grants: Dr. Gulacar has secured grants for curriculum innovation, including sustainability-focused projects. He mentors students on educational research, emphasizing the practical application of chemistry to societal challenges.

• Technology Integration in Education
• Science Education
• Educational Leadership
• +3 more

Dr. Norma Nocente is an Associate Professor in Science and Technology Education at the University of Alberta's Department of Secondary Education (Faculty of Education). She has held this position since 1997. Her research focuses on technology integration in curricula, educational leadership, and science education innovation. Education background: Ed.D (1996) from Ontario Institute for Studies in Education, M.Ed (1988) and B.Ed (1980) from University of Alberta. Research emphasizes: - Technology leadership in schools - Effective use of educational technology like clickers and computer-based instruction - Improving science education through curriculum modification and professional development Recent publications explore classroom technology adoption, student conceptual understanding in science, and teacher professional development strategies. She has led research projects funded by Alberta Education and school districts. Teaching includes graduate courses on educational technology integration and leadership, plus undergraduate science teaching methods courses. Served as program coordinator for technology initiatives with Texas Instruments and developed navy training software through Litton Systems Canada.

• Higher Education Administration
• Academic Professional Identities
• Interdisciplinary Studies
• +3 more

Jennifer Rose Forsthoefel holds a PhD in English Rhetoric and Composition from Georgia State University (2015). Her research focuses on administrative structures in higher education, professional identity articulation within academia, and the role of specialization in credentialing administrative roles. She explores intersections between Women’s Studies, Composition Studies, and Writing Center Studies to inform interdisciplinary field development. Education: PhD in English Rhetoric and Composition, Georgia State University (2015) Her work critically examines societal perceptions of academic roles, such as how students, parents, and friends misconstrue professors' responsibilities. She investigates how disciplinary boundaries shape professional trajectories and institutional hierarchies in academia.

• Type Theory
• Interactive Theorem Proving
• Dependently Typed Programming
• +6 more

Dr Anton Setzer is a Reader in the Department of Computer Science at Swansea University, part of the School of Mathematics and Computer Science. His research focuses on foundational aspects of type theory, interactive theorem proving, and formal verification, with particular emphasis on dependently typed programming and blockchain technologies. He is affiliated with the Computational Foundry at Bay Campus and supervises PhD students in critical domains like smart contracts and cybersecurity. Research Interests: Setzer’s work spans type theory (especially Martin-Löf variants), coinduction, proof theory, and their applications in dependently typed systems. His recent projects include formal verification of smart contracts (Solidity, Bitcoin Script) using Agda and exploring blockchain-enabled coordination protocols for UAVs. He also investigates foundational topics like predicative Mahlo universes in type theory. Academic Contributions: Setzer has pioneered techniques for integrating automated and interactive theorem proving, developed formal semantics for CSP processes in Agda, and contributed to coalgebraic type theory. His work on inductive-inductive definitions and copatterns has advanced functional programming methodologies. Supervision & Collaboration: Current PhD topics include SMT solving for railway systems, secure UAV coordination, and pharmaceutical supply chain technologies. He collaborates with Prof Arnold Beckmann on blockchain verification and Monika Seisenberger on railway safety systems. His teaching includes critical systems design (CSCM13) and blockchain technology (CSCM29).

• Educational Technology
• Science Education
• Peer-to-Peer Learning
• +3 more

Dr. Bryan Henderson is an Associate Professor of Science Education at Arizona State University (ASU), affiliated with the Mary Lou Fulton College for Teaching and Learning Innovation and the Department of Physics. He holds a Ph.D. in Science Education from Stanford University and has six college degrees, including B.S. in Physics and Astronomy, and a B.A. in Philosophy from the University of Washington. His research focuses on leveraging educational technology to enhance peer-to-peer science learning and developing assessments for evidence-based argumentation. He directs the Braincandy project, a cloud-based platform enabling anonymous classroom participation and visualized idea discrepancy analysis. Dr. Henderson has been recognized with the ASU Centennial Professorship Award and the National Academy of Education/Spencer Postdoctoral Fellowship. He co-authored Arguing from Evidence in Middle School Science and leads a $3M NSF-funded DiALoG assessment initiative. Education: Ph.D. (Science Education, Stanford, 2013); M.S. Physics (Portland State, 2008); Graduate Certificate in Teaching Adult Learners (Portland State, 2008); M.S. Education (Portland State, 2006); B.S. Physics, Astronomy, and Philosophy with Applied Mathematics Minor (University of Washington, 2004). Research Interests: Educational technology integration, classroom argumentation assessment, and supports for critical thinking. Current projects include Braincandy and DiALoG, focusing on formative assessment tools for oral science argumentation. His work aligns with new science standards emphasizing evidence-based practices. Scientific Awards: ASU Centennial Professorship Award (2018), National Academy of Education/Spencer Postdoctoral Fellowship (2018), NSF Grant (2014–present). Advising & Grants: Supervises students in science education and leads collaborative NSF projects. Courses taught include physics, education psychology, and innovative teaching methodologies. Labs/Teams: Braincandy non-profit, DiALoG project team, and editorial roles in journals like Journal of Research in Science Teaching .

Maolin TangView profile

Senior Lecturer

• Cloud Computing
• Big Data
• Energy Efficiency
• +5 more

Dr. Maolin Tang is a Senior Lecturer in the School of Computer Science at Queensland University of Technology (QUT). He holds a PhD in Engineering from Edith Cowan University, a Master of Engineering in Computer Science from Chongqing University, and a Bachelor of Engineering in Computer Software from Huazhong University of Science and Technology. His research focuses on Big Data Cloud Computing, Energy-Efficient Data Centres, QoS-Aware Web Service Composition, and SaaS Optimization in the Cloud. Dr. Tang’s work addresses challenges such as MapReduce computation in dynamic cloud environments, energy efficiency in data centres, and composite service optimization. He has supervised numerous PhD students and published extensively in top-tier journals like IEEE Transactions on Industrial Electronics and Expert Systems with Applications. His research combines evolutionary computation techniques, genetic algorithms, and optimization strategies to solve complex computational problems. Education : PhD (Engineering), Edith Cowan University Master of Engineering (Computer Science), Chongqing University Bachelor of Engineering (Computer Software), Huazhong University of Science and Technology Dr. Tang’s research interests emphasize energy-efficient data centre management, cloud resource provisioning, and the application of computational intelligence to real-world challenges. His work on MapReduce in cloud computing aims to improve scalability and QoS guarantees, while his energy-efficient frameworks reduce operational costs and environmental impact. He is actively involved in supervising PhD students and collaborating on projects funded by initiatives like CRC for Smart Services. His publications span topics such as virtual machine placement optimization, SaaS deployment, and algorithmic approaches to dynamic resource management. Dr. Tang teaches advanced courses in algorithms and computational complexity at both undergraduate and postgraduate levels.

Janna DickensonView profile

Assistant Professor

• Sexual Wellbeing
• Sexual Orientation and Fluidity
• Gender and Sexuality
• +5 more

Janna Dickenson is a Teaching Assistant Teaching Professor in the Department of Psychology at the University of California, San Diego (UCSD), where she is a licensed clinical psychologist specializing in gender, sexual orientation, and sexual wellbeing. Her multidisciplinary work integrates research, clinical practice, advocacy, and teaching to advance sexual literacy across diverse populations. Education: Ph.D. in Clinical Psychology, University of Utah, 2017 Dr. Dickenson's research centers on sexual wellbeing through lenses of sexual orientation fluidity, gender diversity (including transgender and nonbinary experiences), sexual functioning concerns, consent dynamics, and mindfulness applications. She actively challenges misconceptions about sexuality—such as the notion that youth sexuality is inherently harmful—and demonstrates how present-moment attention critically influences sexual response and pleasure. Her advocacy promotes accessible, scientifically-grounded sexual education to address non-consensual interactions, discrimination, and sexual disorders. Analysis of her publications (2013-2023) reveals consistent interdisciplinary exploration of sexuality's neural, psychological, and social dimensions. Key trends include neurocognitive studies of erotic flexibility, oxytocin-mindfulness interactions in sexual arousal, epidemiological investigations of sexual distress, and mental health disparities among LGBTQ+ youth. Her work bridges cognitive neuroscience, clinical psychology, and public health through methodologies spanning fMRI, longitudinal surveys, and therapeutic framework development. As director of UCSD's Sexual Wellbeing and Gender (SWAG) Lab, she leads research translating scientific insights into clinical practice. Though not accepting graduate students, she teaches core courses including Clinical Psychology, Human Sexuality, and Health Psychology. Her clinical expertise addresses sexual functioning concerns, LGBTQ+ issues, relationship distress, and military sexual trauma, though she currently maintains a closed clinical practice.

Irina KazušaView profile

Lecturer

• Critical Thinking
• Didactics
• Medical Education
• +7 more

Irina Kazuša is a Lecturer in the Department of Human Physiology and Biochemistry at Rīga Stradiņš University, actively contributing to medical and chemistry education. Her scholarly work is centered on enhancing pedagogical methods, particularly through the integration of critical thinking and problem-solving skills in medical chemistry curricula. Her research focuses on critical thinking , didactics , and distance learning in higher education, especially within medical training contexts. She explores how students engage with chemical study materials, evaluate information, and develop analytical decision-making skills. Her fingerprint analysis highlights strong engagement in Medical Student education and Practical Work as a learning method. The recent publications and conference contributions reveal a consistent trend toward improving teaching models in medical chemistry, with particular attention to student experience, curriculum design, and the effectiveness of digital and structured learning tools such as worksheets and online courses. She has participated in multiple academic events, including poster presentations and international conferences, and has contributed to public science discourse through media appearances discussing health and nutrition topics. Her advisory role and grant history are not explicitly detailed in the available text. However, her active research output and participation in institutional research conferences suggest ongoing engagement in academic mentorship and collaborative projects. She is involved in various academic and public outreach activities, including conference participation, educational material development, and science communication through media platforms like Instagram, where she addressed misconceptions about natural remedies.

Alexander Schüler-MeyerView profile

Associate Professor

• Mathematics Education
• Teacher Education
• Lesson Study
• +4 more

Alexander Schüler-Meyer is an Associate Professor at the Eindhoven School of Education (ESoE) within Eindhoven University of Technology (TU/e) . His research focuses on pre-service and in-service teacher education, particularly through Lesson Study , and language-responsive teaching of mathematics. He explores algebra education and the transition from school to university mathematics, leading international projects like ML2 (multilingual mathematics learning) and LESSAM (Lesson Study in mathematics). He teaches master’s courses in mathematics education and conducts workshops for in-service teachers. Academic Background: PhD in mathematics education from the University of Oldenburg (Germany), postdoc at TU Dortmund University, and interim professor at the University of Bremen before joining TU/e in 2018. Research Interests: Schüler-Meyer emphasizes critical inquiry in teacher education and multilingual classroom strategies to enhance mathematical reasoning. His work bridges theory and practice, addressing challenges like student ownership in project-based learning and language barriers in STEM education. Key Projects: ML2 (Erasmus+), Hybrid Professional Learning Communities (Comenius fellowship), and LESSAM (Lesson Study implementation). His recent publications analyze CBL’s impact on student autonomy, bilingual teaching interventions, and algebraic thinking patterns. Awards: Comenius Teaching Fellow (2018). Teaching and Supervision: Leads master’s courses like Mathematics Teaching and supervises design-based research projects. His collaborative work spans institutions in Europe and beyond.

Philip SadlerView profile

Senior Lecturer

• Science Education
• STEM Education
• Student Misconceptions
• +3 more

Philip Sadler is the Director of the Science Education Department at the Center for Astrophysics | Harvard & Smithsonian and serves as the F.W. Wright Senior Lecturer in Astronomy at Harvard University. He holds a B.S. in Physics from MIT and an Ed.M and Ed.D. from Harvard. His work focuses on science education research, particularly student misconceptions, STEM career interest development, and teacher professional development. He co-founded MOSART, an assessment tool addressing scientific misconceptions, and has contributed to curricula used by 15 million students annually. Sadler has held executive roles in educational technology companies, earned five patents, and developed Apple's first product training course. His research examines how pedagogical approaches, informal learning experiences, and familial communication impact STEM aspirations. Notable projects include studying the role of home environments in STEM persistence and evaluating the effects of college outreach programs on student career choices. Sadler has won major awards including the AAPT Millikan Medal and AAS Education Prize for contributions to science education. Education Background: MIT (B.S. Physics), Harvard (Ed.M & Ed.D) Key Roles: Director of SED, Harvard Education PhD Program Faculty Major Projects: MOSART Assessment System, ITEAMS II Commercial Ventures: Founded three companies with patented educational technologies Awards include the JRST Award (2015), AAPT Millikan Medal (2016), and AAS Education Prize (2018). His work bridges K-12 and higher education through initiatives like YouthAstroNet and MicroObservatory telescope networks, emphasizing spatial thinking development in astronomy education.

• Physics Education
• Science Education
• Student Learning
• +3 more

Martin Hopf is a Professor in the Faculty of Physics , Department of Basic Experimental Physics Training and University Didactics. His research focuses on student learning , conceptual understanding , and context-based teaching methods , with contributions to the UN Sustainable Development Goals through curriculum innovations. He leads the Centre for Teacher Education and Center for Science Education Research (AECCs) . Notable projects include creating Open Educational Resources (OER) for teaching electricity and wave optics. His work addresses challenges like student misconceptions in radioactivity and energy transfer. Research Interests: - Physics Education Design - Curriculum Development (Especially Electricity & Wave Optics) - Climate Action Integration in Classrooms - Pedagogical Strategies for Conceptual Change - Student Interest in Modern Physics Topics Recent Activities: Organized 78th/79th Fortbildungswoche workshops (2024-2025) Mentor for Teacher Training Modules Peer-reviewer for educational journals

Neil J. HatfieldView profile

Academic

• Statistics Education
• Probability Education
• Stochastic Processes
• +4 more

Neil J. Hatfield is an Assistant Research Professor in the Department of Statistics at Pennsylvania State University's Eberly College of Science. He holds a PhD in Mathematics Education from Arizona State University (2019), an MS in Mathematics Education from Northwest Missouri State University (2011), and a BS in Mathematics from Doane University (2009). His research focuses on Stochastics Education, emphasizing student cognition in statistics and probability, the impact of web applets on learning, and STEM diversity initiatives. He currently coordinates the Statistics and Data Science Education Working Group for the Research in Undergraduate Mathematics Education SIG of the MAA. Education: PhD in Mathematics Education (ASU 2019), MS in Education (NWMSU 2011), BS in Mathematics (Doane 2009) Affiliations: Penn State (current), University of Northern Colorado (Visiting Assistant Professor), Arizona State University (Instructor) His research explores how students develop conceptual understandings of stochastic processes, distributions, and probability. He develops educational technologies like the StatsTools JMP add-in and web-based applets (e.g., Fish Sampling, Four Rooms) to enhance statistical learning. Hatfield has received multiple teaching awards, including the Robert G. Maule Excellence in Teaching Mathematics Award (2017) and the Graduate Teaching Excellence Award (2016-2017). Professional contributions include serving on the Board of the Bootstrap Organization and co-authoring influential papers on covariational reasoning across international teacher populations. His work bridges qualitative research methods with curriculum development, emphasizing interdisciplinary approaches to stochastic literacy.

Suzanne BellView profile

Associate Professor

• Demography
• Reproductive Health
• Contraception
• +7 more

Suzanne Bell is an Associate Professor in the Department of Population, Family and Reproductive Health at the Johns Hopkins Bloomberg School of Public Health. She is affiliated with the William H. Gates Sr. Institute for Population and Reproductive Health and the Hopkins Population Center, and her research is centered on fertility, abortion, contraception, and infertility, with a strong focus on measurement and disparities. PhD, Johns Hopkins Bloomberg School of Public Health (2018) MPH, University of California, Berkeley (2011) BA, University of California, Los Angeles (2007) Her research interests lie at the intersection of demography and reproductive epidemiology, particularly in improving survey methodologies to measure sensitive reproductive behaviors such as abortion and infertility. She conducts population-level analyses to assess the impact of policy changes, especially abortion restrictions in the U.S., on fertility and infant outcomes. Her work also extends to sub-Saharan Africa, where she investigates care-seeking for infertility and postabortion care access. The recent publications of Dr. Bell reveal a strong trend in evaluating the public health consequences of abortion bans, using rigorous statistical methods to link policy changes with fertility and infant mortality outcomes. She also leads innovative work on measuring infertility in low-resource settings and understanding misconceptions about contraceptive-induced infertility. Laurie Schwab Zabin Award (2017) Edward J. Dehne Award in Population Dynamics (2017) Endowed Fellowship in Family Planning and Reproductive Health (2015, 2016) Bill and Melinda Gates Institute Travel Scholarship (2015) JHSPH Center for Global Public Health Research Scholarship (2015) Robertson Scholarship (2014, 2015) UC Berkeley Bixby Center Practicum Fellowship (2010) FLAS Fellowship (2009, 2010) Dr. Bell is actively involved in advising and mentoring, though specific student names are not listed. She leads multiple research projects under the Performance Monitoring for Action (PMA) initiative and has secured funding from major public health institutions. Her work bridges academic research and policy impact, with publications frequently cited in media and policy discussions. She teaches courses such as Critiquing the Research Literature in Maternal, Child, and Reproductive Health , contributing to the training of future public health researchers. She leads research teams focused on reproductive health measurement and policy evaluation, both in the U.S. and globally. Her lab contributes to the PMA project, which conducts panel surveys to monitor family planning and reproductive health indicators across multiple countries. Her team employs advanced statistical and survey methodologies to generate evidence for public health programming and policy reform.

Haeok LeeView profile

Professor

• Health Disparities
• Immigrant Health
• Nursing Science
• +13 more

Haeok Lee is a Professor at the NYU Rory Meyers College of Nursing, where she conducts pioneering research on health disparities among immigrant and minority populations, particularly Korean Americans and Malawian women living with HIV. Her work integrates behavioral science, nursing, and community-based participatory methods, with a focus on culturally tailored storytelling and mHealth interventions to promote health equity. Education: Post Doctoral Fellowship, University of California San Francisco PhD, University of California San Francisco MA, Yonsei University School of Education BSN, Chosun University Her research interests include health disparities, cancer prevention, Alzheimer's disease, HIV and aging, oral health, and global health. She is particularly known for developing culturally specific storytelling interventions to improve cervical cancer screening and vaccination behaviors in underserved communities. Her recent publications reflect a strong trend in using community-based and decolonizing approaches to study dementia, cancer, and vaccination in both U.S. minority populations and African contexts. Her work often combines qualitative and quantitative methods, with increasing use of GIS and digital platforms for outreach and intervention delivery. Scientific Awards: Distinguished Editorial Board Award, Asian Pacific Journal of Oncology (2024) American Nurses Association, Massachusetts Excellence in Nursing Research Awards (2022) Fellow of the American Academy of Nursing (2013) Excellent Chosun Alumni for Contribution in Education and Social Justice (2012) Prof. Lee actively mentors PhD students, postdoctoral scholars, faculty, and undergraduate students from diverse backgrounds. She has served as a site PI for the NIH-funded Asian Cohort for Alzheimer’s Disease (ACAD) and led an R21 grant on mHealth storytelling for cervical cancer screening in Malawi. She has also sponsored visiting scholars from abroad. She leads several active projects including the Asian Cohort for Alzheimer's Disease (ACAD) , its Community Outreach arm, and the Malawian Brain Study: A Pilot Cohort Study , all of which focus on improving representation and understanding of health issues in underrepresented populations.

• Physics Education
• Didactics of Physics
• Science Teaching and Learning
• +7 more

Bianca Watzka is a Professor of Physics and Technology Education at RWTH Aachen University, affiliated with the Department of Physics within the Faculty of Mathematics, Computer Science and Natural Sciences. She conducts research and teaching in the didactics of physics, focusing on innovative pedagogical methods and technology integration. Her research interests include: Physics Education and Didactics Context-Based and Phenomenon-Based Learning Cognitive Load Theory in Instruction Educational Technology and Multimedia Learning Teacher Education and Diagnostic Competence Use of Sensors and Digital Tools (Arduino, H5P) in Science Classrooms Eye-Tracking in Learning Environments Her recent publications (2023–2025) reflect a strong focus on enhancing physics instruction through multimedia cues, cognitive load optimization, interactive tasks, context-rich problems, and teacher training. She investigates how auditory and visual supports, VR annotations, force diagrams, and real-world contexts like wind and thermodynamics improve learning outcomes. Her work increasingly integrates technology for formative assessment and reflective teaching. Scientific contributions include: Development of context-oriented physics modules Application of eye-tracking in educational diagnostics Promotion of inquiry-based methods like the Mystery method Integration of Cornell Notes and H5P in teacher education Use of authentic contexts such as CO2 sensors, LEDs, and bionics in teaching She advises pre-service physics teachers and contributes to improving teaching quality through student feedback and structured learning tools. Her work bridges theoretical research with practical classroom applications, particularly in secondary and higher education settings. While no formal lab or team is mentioned, her research implies collaboration in educational technology and teacher training projects.