Find Academic Supervisors

• Legal Writing
• Academic Literacies
• Writing Development
• +2 more

Jean Moore serves as a Lecturer at the University of the Witwatersrand's School of Law, where she co-directs the Law Writing Centre. Previously, she held academic development roles at UKZN Faculty of Law and UNISA's Reading and Writing Centre, and taught high school English in the UK specializing in first additional language instruction and refugee education programs. Her educational background includes a BA Honours and PhD from the University of the Witwatersrand (2022), with doctoral research examining legal professionals' conceptions of knowledge and their impact on legal writing standards. Moore's research centers on legal writing development within academic literacies frameworks, emphasizing decolonial and translingual approaches. She investigates how disciplinary knowledge structures in law shape writing expectations, advocates for systemic curriculum integration of writing support, and develops strategies for EAL learners in South African contexts. Her work bridges theoretical scholarship with practical interventions in writing center operations. Analysis of her 15 publications (2007-2025) reveals evolving focus from foundational literacy strategies to critical examinations of legal epistemology's role in writing assessment. Recent work increasingly addresses decolonial perspectives, crisis-responsive academic support (notably post-Covid), and reconceptualizing writing centers as central to university curricula rather than peripheral services. As co-director of the Wits Law Writing Centre, Moore leads initiatives developing legal writing competencies through collaborative faculty engagement. Her center has pioneered resilience strategies during educational disruptions and contributes to national conversations on establishing formal structures for legal writing practitioners in South Africa.

• Cognitive Psychology
• Decision Making
• Memory Processes
• +7 more

Fabio Del Missier is an Associate Professor in General Psychology at the University of Trieste within the Department of Life Sciences . He coordinates the Memory & Decision Laboratory and holds teaching roles in Memory and Cognitive Control , Cognitive Enhancement , and Environmental Psychology programs. His affiliations span multiple doctoral boards including Neuroscience and Cognitive Sciences and Psychological Sciences . Education : PhD in Psychology from University of Trieste, postdoctoral experience at University of Trento and ICT-IRST (Bruno Kessler Foundation) Research Focus : Judgment and decision-making under memory constraints, executive control in complex tasks, environmental psychology, and cognitive aging His research program investigates two primary domains: Cognitive Bases of Decision-Making – examining attentional processes, memory structuring, and individual differences in decision competence Memory & Executive Control – studying retrieval interference, cognitive strategies, and environmental influences on memory tasks Recent trends in his 15 most recent publications reveal integration of environmental psychology with decision science , including restorative effects of nature on cognition and pro-environmental behavior mechanisms. He explores prospective memory in aging contexts and cognitive offloading strategies. Applied work extends to disaster psychology and economic decision-making frameworks. Grant Participation includes active roles in: WASTEREDUCE – integrated waste reduction in protected areas PRO-BENE-COMUNE – university community well-being promotion Donations for Scientific Instruments – technical resource development His lab includes Marta Stragà (post-doc) and Irene Florean (PhD student). Collaborations span Timo Mäntylä (Stockholm University), Wändi Bruine de Bruin (University of South California), and Carlo Fantoni 's active perception laboratory at the same department.

• Metacognition
• Academic writing
• Self-regulation of learning
• +4 more

Dyanne Escorcia is a University Professor of Education and Training Sciences at Clermont Auvergne University (UCA), specifically affiliated with INSPÉ Clermont-Auvergne. She holds a position in the 70th section of French academia, indicating her specialization in Education Sciences. Her academic career includes previous appointments as Maître de Conférences at the University of Poitiers (2011-2021) and statutory researcher at the CeRCA laboratory. She currently serves as Co-head of the Education Sciences degree (LSDE) at INSPE Clermont Auvergne since 2022 and as a Member of the Laboratory Board at ACTé laboratory since 2024. Dr. Escorcia earned her Authorization to Direct Research (HDR) in Educational Sciences in 2020 from ENS de Lyon with research titled 'Study of the learning-teaching processes of academic writing: proposal of an interdisciplinary model.' She completed her Doctorate in Educational Sciences in 2007 from University of Paris X on 'Metacognitive components and written performance: a sociocognitive approach to student work.' Her research primarily focuses on metacognition in academic writing, examining metacognitive processes (metacognitive knowledge and self-regulation strategies) in students' writing practices. She also investigates higher education teachers' conceptions of academic writing and teaching practices. Methodologically, she employs both quantitative (questionnaires) and qualitative (explanatory interviews) approaches, as well as real-time analysis techniques (filmed observations and concomitant verbalizations). Her research themes include effects of self-regulation training, metacognition and critical thinking, information management, and development of resilience in the face of hydrometeorological risks. Analysis of her publication record reveals consistent focus on metacognitive components of writing, self-regulation strategies, and academic writing assessment in higher education. Her work often employs comparative and cross-cultural approaches, particularly examining differences between French and Colombian educational contexts. Recent publications increasingly incorporate real-time analysis techniques and focus on practical interventions to improve students' writing skills through metacognitive training. Dr. Escorcia currently supervises two doctoral students: Nicolas Fradet (since 2023) working on metacognitive knowledge in combating disinformation, and Toussaint Essono Ondo (since 2022) studying writing skills development among illiterate adults in Gabon. She leads the Drescom project (2024-2025) on 'development of resilience and community spirit in the face of hydrometeorological risks' with MSH funding (€5,000), and oversees the Effects of Teaching Practices (EPEE) program. Previously, she served as Head of the Master's in Educational Advisor for Higher Education (2018-2021) and Director of CRIIP, the teaching support center at University of Poitiers (2018-2020). Her research is conducted through the ACTé laboratory where she serves on the Laboratory Board, focusing on educational sciences and teacher training. She collaborates internationally, particularly with Colombian institutions, reflecting in her comparative research on academic writing practices across different educational contexts.

• Signal Processing
• Electrical Engineering
• Telecommunications
• +3 more

Lars Magne Lundheim is a Professor at the Department of Electronics and Telecommunications, Norwegian University of Science and Technology (NTNU). Holding a doctorate in Electrical Engineering, he contributes to signal processing research and pedagogical innovation in engineering education. His work spans telecommunications, microgrid technology, and educational reform through project-based learning frameworks. Academic Affiliation: NTNU Research Focus: Signal Processing, Sustainable Engineering Education His publications analyze curriculum integration, mathematical foundations in engineering, and sustainable practices. Recent studies explore EEG source reconstruction and harmonics modeling in microgrids. Lundheim actively engages in disseminating findings through conferences and journals, emphasizing student socialization and creative confidence in STEM. Key trends in his research include: Development of competency-based sustainability education Optimization of wireless communication systems Mathematics-engineering interdependencies Low-density EEG channel selection

Innocent AwasomView profile

Associate Professor

• Science Communication
• STEM Literacy
• Altmetrics/Bibliometrics
• +4 more

Innocent Awasom is an Associate Librarian at Texas Tech University Libraries, specializing in STEM disciplines. He serves as a liaison and outreach coordinator for the College of Agricultural Sciences and Natural Resources, the Department of Chemistry and Biochemistry, the Department of Biological Sciences, and the International Center for Arid and Semi-Arid Land Studies. Embedded within Physical, Life, and Engineering Sciences departments, he collaborates with faculty and students on research support and information literacy initiatives. His educational background includes: BSc and MSc in Zoology from the University of Ibadan Masters in Information Science from the African Regional Center for Information Sciences (ARCIS), University of Ibadan Research interests span interdisciplinary domains: Science Communication : Bridging academic research with public understanding STEM Literacy : Enhancing scientific competency across educational levels Academic Libraries : Evolving roles in digital scholarship and open knowledge systems Bibliometrics : Measuring research impact through alternative metrics International Librarianship : Focused on African library development Publications demonstrate consistent focus on library science applications in STEM contexts, with recurring themes of information literacy pedagogy, scholarly communication, and agricultural knowledge systems. Recent works explore open-access paradigms and community-engaged librarianship, while earlier research examined African library infrastructure and qualitative studies of faith communities.

• Rhetoric
• Oral Communication
• Written Communication
• +3 more

Cecilia Olsson Jers is an Associate Professor of Swedish at Linnaeus University within the Faculty of Arts and Humanities . Her work focuses on rhetoric , oral communication , and language didactics , with a particular emphasis on ethos construction , academic literacy , and interdisciplinary research communication . Current research projects include: Narratives in Research Communication Situated Orality and Assessment Language Practices in Teacher Education Instructor Formative Feedback Her scholarship examines how students and researchers develop oral and written communication skills through reflective practices. Recent publications analyze academic feedback mechanisms , interdisciplinary presentation challenges , and creative writing pedagogy . She also explores Swedish language policy in higher education contexts. As an editor for the journal Högre Utbildning , she contributes to shaping academic discourse in Swedish education. Her teaching primarily involves the Master's Programme in Specialized Translation , and she collaborates with the Centre for Professional Languages (CFS) on multilingual educational research.

• Service Design
• Organizational Design
• Digital Transformation
• +3 more

Olivia Thomassen Harre is a Postdoctoral Researcher at the IT University of Copenhagen specializing in Digitalization, Democracy, and Governance. Her work bridges service design theory with practical applications in organizational transformation and sustainable systems development. Her research focuses on Service Design and Organizational Design, examining how materiality shapes organizational practices and how paradox theory resolves competing systemic demands. She investigates strategic agility through design interventions and explores new materialism's role in multispecies futuring for sustainable built environments. Her methodology integrates user experience design within agile development frameworks to enhance organizational service design maturity. Recent publications (2022-2025) reveal a trajectory from organizational materiality studies toward ecological design futures. Key patterns include applying design thinking to governance challenges, developing service design maturity models, and pioneering frameworks for multispecies futuring. Her upcoming 2025 work represents a significant shift toward ecological design through artistic practices and new materialism. Harre leads the ongoing Planetary Personas project (2025) addressing green transition through digital design for urban sustainability. She previously co-led the Innovation Fund Denmark-supported project Integrating User Experience Design in Scaled Agile Development (2018-2022), demonstrating consistent success in securing competitive research funding for interdisciplinary work spanning digital governance, sustainable design, and organizational transformation.

Colleen K. CagnoView profile

Professor

• Clinical Practice
• Medical Education
• Health Disparities
• +5 more

Colleen K. Cagno, MD, FAAFP is a Professor at the University of Arizona College of Medicine – Tucson , specializing in Family and Community Medicine. She directs the Doctor & Patient Course and co-directs the Societies Program , a longitudinal learning community for medical students. BS in Biology (minor in Women’s Studies) and MD from The George Washington University Residency and Faculty Development Fellowship at University of Arizona Research Interests include: Clinical practice and education Implicit bias in healthcare and its impact on patient communication Health disparities and promotion/prevention strategies Quality improvement in residency training Her recent publications focus on residency outcomes, bias mitigation, and curriculum innovation. She has presented nationally on topics like simulation-based education and anti-racist curricula. Recipient of multiple teaching and mentoring awards, including AZ Top Docs and Academy of Medical Education Scholars recognition. Contributions : Co-authored 2023 ACGME Family Medicine Program Requirements Director of Maternal Child Health Service (2004–2014) Researcher on implicit bias and physician communication patterns

• Critical Thinking
• Reflective Judgment
• Data Analytics
• +2 more

Dr. Matthew Sargent is an Assistant Professor of Accountancy at the University of Southern Mississippi, affiliated with the College of Business and Economic Development and the School of Accountancy. His academic and professional background bridges advanced accounting research, regulatory compliance, and information security. Education: Doctor of Business Administration (DBA) from the University of Dallas (2022) Master of Accounting (MACC) from Drake University (2006) B.S. in Information Technology Research Interests: Dr. Sargent’s work focuses on enhancing accounting education through critical thinking , reflective judgment , and data analytics . His recent publications explore student outcomes , cognitive ability , and emotional intelligence , emphasizing innovative pedagogical approaches and the role of data analytics in skill development. He also investigates organizational agility through communication and reward systems in corporate environments. Publications Trends: His research spans accounting education , data-driven pedagogy , and organizational development . Notable topics include integrating data analytics into accounting curricula, cognitive and emotional factors in academic performance, and corporate culture reforms for agility. Professional Affiliations: American Accounting Association Association of Certified Fraud Examiners Information Systems Audit and Control Association Institute of Internal Auditors International Information Systems Security Certification Consortium Contact: Email: Matthew.Sargent@usm.edu | Office: Scianna Hall 3061, Hattiesburg

Amy L. AndersonView profile

Associate Clinical Professor

• Health Policy
• Nursing Education
• Healthcare Leadership
• +3 more

Dr. Amy L. Anderson is a Clinical Associate Professor at Baylor University's Louise Herrington School of Nursing, specializing in health policy, nursing education, and leadership. With over 20 years in academia, she previously held roles at Texas Christian University, Indiana Wesleyan University, and as a Visiting Fellow at The Heritage Foundation. She holds a DNP in Executive Leadership from Texas Tech University Health Sciences Center, an MSN from Abilene Christian University, and a BSN from the same institution. Her research focuses on healthcare policy reform, public health strategy, nursing advocacy, and global health leadership. She analyzes policy impacts on healthcare workforce dynamics, patient access, and ethical dilemmas in public health crises. Key interests include APRN practice authority, pandemic response frameworks, and balancing civil liberties with public health mandates. Anderson's publications predominantly address COVID-19 policy, healthcare economics, and nursing advocacy, reflecting a consistent focus on evidence-based health policy, regulatory reform, and crisis management. Her work emphasizes practical solutions for healthcare delivery challenges. Awards & Leadership: Fellow, American Academy of Nursing Certified Nurse Educator ICN Global Nurse Leadership Institute Scholar Member, AACN Faculty Policy Think Tank Texas Nurses Association Government Affairs Committee Founder, Global Nurse Consultants Alliance She mentors global nurse leaders through GNCA and has led policy workshops for AARP and AANP. Anderson also serves as a public advisor for the Paragon Health Institute and peer-reviews for the American Journal of Nursing.

• inequality and diversity in education
• pedagogical work with newly arrived students
• democratic citizenship education
• +3 more

Borgny Marianne Knudsen is a Lecturer at the Department of Teacher Education, Norwegian University of Science and Technology. Her work focuses on inequality, diversity, and peace-building through education, particularly for newly arrived students. Expertise in multicultural education Advocates for democratic citizenship and sustainability Fieldwork experience in Argentina and Nicaragua Her research emphasizes leveraging critical thinking and diversity competence to create inclusive educational environments. Recent publications address systemic discrimination and pedagogical frameworks for equity. She has extensive experience in public administration, working on integration and diversity initiatives in Norwegian municipalities and NAV (Norwegian Labour and Welfare Administration).

• Nursing Education
• Healthcare Reform
• Clinical Nursing
• +3 more

Danielle Hebert serves as an Assistant Professor at the Tan Chingfen Graduate School of Nursing within UMass Chan Medical School . With a clinical background as an Adult Nurse Practitioner (ANP-BC) and a Doctor of Nursing Practice (DNP) degree, she specializes in nursing education innovations and healthcare reform strategies. Educational Background: BSN in Nursing from Fitchburg State College MA in Nursing from Fitchburg State College MSN in Nursing from University of Massachusetts Medical School Research Focus: Hebert's work centers on Competency-Based Nurse Practitioner Education , Educational Escape Rooms , and Healthcare Reform Implementation . Her publications demonstrate a commitment to innovative teaching methodologies and systemic healthcare improvements. Publication Trends: From 2022-2025, her research trajectory shows increasing focus on gamified learning environments and healthcare policy challenges, with recent work exploring curriculum scaffolding techniques and escape room pedagogy in nursing education. Scientific Recognition: Distinguished Faculty Award (Doctoral Program, UMass Chan Medical School, 2022-2023) Faculty Daisy Award (UMass Chan Medical School, 2023-2024) Collaborative Networks: Hebert collaborates with scholars like Shari Harding while maintaining active connections with colleagues in nursing education, faculty development, and healthcare organizations.

Kerry IngerView profile

Professor

• Financial Accounting
• Corporate Taxation
• Sustainability Accounting
• +3 more

Kerry Inger serves as a Professor in the Department of Accountancy at Auburn University's Harbert College of Business, where she teaches accounting and tax courses both domestically and internationally (including at the University of Regensburg in Germany). Her academic credentials include a PhD in Philosophy, Business from Virginia Polytechnic Institute and State University (2012), complemented by master's and bachelor's degrees in Accountancy and Accounting from the University of Florida (2003). Her educational qualifications are: PhD in Philosophy, Business from Virginia Polytechnic Institute and State University (2012) MA in Accountancy—Tax from the University of Florida (2003) BS in Accounting from the University of Florida (2003) Dr. Inger's research centers on the critical intersection of financial accounting and corporate taxation, with expanding focus on sustainability accounting and AI applications. She examines tax avoidance behaviors within corporate social responsibility frameworks, stakeholder perceptions of tax transparency, and the transformative impact of artificial intelligence on tax preparation services and accounting education. Her work bridges theoretical accounting principles with practical tax policy implications, addressing contemporary challenges in regulatory compliance and technological disruption. Analysis of her recent publications (2022-2025) reveals a pronounced shift toward artificial intelligence's role in tax services and accounting education, while maintaining strong engagement with tax transparency, avoidance behaviors, and sustainability reporting. Her work appears consistently in premier journals including The Accounting Review and The Journal of the American Taxation Association , with significant media attention from the Wall Street Journal , CFO Magazine , Bloomberg , and Politico . Her teaching excellence has been recognized through: Auburn University's Gerald and Emily Leischuck Endowed Presidential Award for Excellence in Teaching Alumni Undergraduate Teaching Excellence Award Harbert College's Lowder and McCartney teaching awards Dr. Inger has developed innovative tax research cases and educational materials, including an annotated bibliography of tax cases. While specific grant details aren't provided, her extensive publication record spanning tax policy, AI applications, and sustainability accounting indicates active research funding and scholarly engagement. Her international teaching experience in Germany further demonstrates global academic contributions.

• Social Work
• Social Pedagogy
• Education Policy
• +3 more

Marina Tomic Hensel is a Professor at the University of Applied Sciences St. Pölten, Austria, working within the Department of Social Sciences. She teaches across multiple programs including Social Work (BA/MA), Social Pedagogy (BA/MA), and Digital Media-related programs. Her academic journey began with a Diploma in Social Work from Munich (1998-2003), followed by professional experience as a social educator, and advanced studies culminating in a Master's in Gender Studies (2008-2010). Her research interests focus on critical perspectives in social work education, particularly examining the economization of social professions, educational policy, diversity issues, and gender studies. Her work consistently engages with theoretical frameworks that challenge market-driven approaches to social services while advocating for critical pedagogical approaches. Analysis of her recent publications (2023-2025) reveals a strong thematic focus on the concept of 'Bildung' (education/formation) within social work contexts, with particular attention to political dimensions, competing knowledge forms, and gaps in current discourse. Her work demonstrates a consistent critical stance toward the marketization of social services and higher education. Professor Tomic Hensel has been actively involved in conference presentations at major international forums including the IFSW European Conference and Social Work Science Day events. Her collaborative work, particularly with colleagues like Renner and Zahorka, demonstrates engagement with diversity initiatives and efforts to repoliticize social work practice. Her academic trajectory shows progression from practical social work experience to scholarly engagement with foundational questions about the purpose and direction of social work education and practice in contemporary society. Current projects include continued research on diversity implementation in higher education and critical analysis of educational concepts within social work.

Bernd SommerView profile

Professor

• Qualitative Social Research
• University Didactics
• Social Work
• +4 more

Prof. Dr. Bernd Sommer , a Professor of Social Work at the Baden-Württemberg Cooperative State University Villingen-Schwenningen , specializes in qualitative social research , university didactics , and interdisciplinary approaches in social work. His academic career spans multiple institutions, including prior roles at the Berufsakademie Villingen-Schwenningen and FernUniversität in Hagen . His research focuses on biography and disability , emphasizing the intersection of neurological rehabilitation and pedagogical action . He has authored over 15 recent publications addressing case-based learning , interdisciplinary collaboration , and pedagogical frameworks in social work education. These works highlight practical application of theoretical concepts and university teaching innovations . 2024 : Social casework methodologies 2023 : Didactic models for practice 2022 : Interdisciplinary dynamics Bernd Sommer's work bridges academic theory with real-world social work challenges , particularly in rehabilitation contexts and client-centered interventions . He maintains active engagement in crisis counseling for students since 2020 and has held leadership roles in disability assistance programs within social economy curricula.