Find Academic Supervisors

• Second Language Assessment
• Educational Assessment
• L2 Writing
• +3 more

Khaled Barkaoui is an Associate Professor in the Faculty of Education at York University, Canada, and currently serves as Associate Dean Research. He holds a PhD in Second Language Education from the University of Toronto and an MA in Linguistics from the University of Manouba, Tunisia. His research focuses on second language assessment, L2 writing in academic contexts, educational assessment, and mixed-methods research. He has authored numerous articles and serves on editorial boards for Language Assessment Quarterly, Language Testing, and Assessing Writing. Education: PhD in Second Language Education, University of Toronto (2003–2008) MA in Linguistics, University of Manouba, Tunisia (1996–2000) Research Interests: His work emphasizes validation of language assessments, test-taker performance analysis, and institutional language policies. He explores how writing tasks, audience considerations, and technological tools (e.g., automated scoring) impact second language learners' performance. His studies often address practical applications in educational settings, such as improving test design and enhancing writing pedagogy. Grants & Collaborations: Barkaoui has led projects funded by external contracts, including studies on the Duolingo Test of English, the CAEL Academic Unit, and the TOEFL iBT writing section. These projects examine linguistic characteristics, test validity, and the impact of computer skills on assessment outcomes. Teaching & Supervision: He teaches courses on quantitative research methods, mixed-methods research, and second language assessment at both undergraduate and graduate levels. He has supervised multiple PhD and Master’s students, contributing to their research on topics like peer assessment, ESL teacher practices, and program evaluation. Languages & Expertise: Proficient in Arabic with expertise in bilingualism, educational equity, and quality education aligned with UN Sustainable Development Goals.

Sarah JacobaView profile

Associate Professor

• Alternative Assessment
• Technology in Education
• Scholarship of Teaching and Learning (SoTL)
• +3 more

Dr. Sarah Jacoba is an Associate Professor of French at Lakehead University, focusing on teaching innovation and pedagogical technology. She holds a Ph.D. in French Literature from Queen's University (2017), an M.A. from Queen's (2008), and a B.A. from Wilfrid Laurier University (2007). Her research bridges French literature analysis and modern teaching methods. Early work explored existential themes in Samuel Beckett and Jean Genet's plays. Since 2017, she shifted to Scholarship of Teaching and Learning (SoTL), emphasizing technology integration (e.g., Tumblr, Peer Scholar) and alternative assessments. She designs creative assignments like Google Arts and Culture-based writing tasks, earning a 2019 Teaching Innovation Award. Her teaching philosophy prioritizes student agency, including community-based projects like songwriting workshops for high schoolers. Awards include the 2022 Contribution to Teaching Award and 2019 STLHE presentation on peer assessment.

Greg OgilvieView profile

Associate Professor

• Second Language Education
• Teacher Education
• Social Justice in Education
• +4 more

Dr. Greg Ogilvie is an Associate Professor at the Faculty of Education, University of Lethbridge, where he actively contributes to teacher education and second language pedagogy. His teaching focuses on task-based language teaching for French and Spanish majors, creating linguistically and culturally responsive classrooms, and fostering critical perspectives on social justice through courses like Social Context. His research explores three primary areas: supervision during field experiences, wellness in education, and culturally responsive practices in second language education, including strategies to support refugee students. He is deeply committed to shaping future educators and addressing systemic norms in pedagogical frameworks.

• Reading and Writing
• Cognitive Neuropsychology
• Literacy Skills
• +6 more

Jacqueline Cummine is a Professor in the Communication Sciences & Disorders department within the Faculty of Rehabilitation Medicine at the University of Alberta. Her research focuses on understanding reading and writing processes, particularly examining how skilled readers adapt their approaches, how reading breaks down, and how sensory systems contribute to reading proficiency. She employs behavioral measurements and brain-based methodologies including fMRI and DTI to investigate these phenomena. Her educational background includes a B.A. Honours in Psychology from the University of Saskatchewan (2005) and a Ph.D. in Cognitive Neuropsychology from the same institution (2009). Cummine is affiliated with several research groups including the Alberta Cognitive Neuroscience Group, the Neuroscience and Mental Health Institute at the University of Alberta, and serves as a Research Affiliate at the Glenrose Rehabilitation Hospital Research. Dr. Cummine's research interests center on literacy skills as critical communication tools across all aspects of life. She investigates the skills that facilitate skilled reading, what happens when reading breaks down, and resources that may benefit individuals with reading impairments. Her current projects include 'Behavioural and Neurobiological Correlates of Basic Reading Processes: The Print-to-Speech Network' (NSERC funded, 2018-2023) and 'Auditory-Visual Integration for Individuals with Impairments in Reading, Hearing and/or Speech.' Her publication record shows a consistent focus on the neural underpinnings of reading processes, with recent work examining cortical thickness relationships, white matter pathways, and structural brain asymmetry in relation to reading abilities. Her research demonstrates an increasing sophistication in neuroimaging techniques and a growing recognition of the complex interactions between motor systems, sensory processing, and reading proficiency. Dr. Cummine teaches several courses including Research Methods and Design (CSD 501), Advanced Univariate Statistics (REHAB 699), and Readings on Selected Topics in Neuroscience (NEURO 450). Her teaching spans both the Rehabilitation Science and Neuroscience programs, reflecting the interdisciplinary nature of her research.

• French as a Second Language
• Plurilingual Pedagogy
• Task-Based Language Teaching
• +4 more

Pierre-Luc Paquet is an Adjunct Professor at the Department of Didactique , Faculty of Education , Université de Montréal. His work bridges translinguistic strategies, plurilingual pedagogy, and task-based language teaching (TBLT) in second/foreign language contexts. PhD (2017), MA (2011), BA (2009) in Didactique Focus: French/Spanish as L2/L3, metalinguistic reflection, plurilingual consciousness-raising tasks Research trends from his 15 most recent publications show: Developing crosslinguistic-communicative task sequences (2024–2021) Integrating translinguistic reflection in French/Spanish instruction Demystifying target-language-only dogma through plurilingual approaches Exploring L1 influence on gender agreement acquisition Task-based assessment models for Spanish as a third language Research grants & projects include: CRSH-funded (2024–2027): Crosslinguistic-Communicative Teaching Model for learner engagement CRSH-supported (2020–2024): Plurilingual Task Sequences in Quebec & Mexico Collaborations with researchers like Nina Woll and Gabriel Michaud highlight his cross-border focus on plurilingualism in higher education. Current work emphasizes pedagogical transformation through task-based engagement and translinguistic resource utilization.

• Mathematics Education
• Artificial Intelligence in Education
• Mathematical Proof and Reasoning
• +5 more

Philippe R. Richard is a Full Professor at the Department of Didactics within the Faculty of Education at Université de Montréal. Based in the Marie-Victorin building (Office D516), he specializes in mathematics education with a focus on technological integration. His research examines the intersection of mathematical reasoning and artificial intelligence, particularly in secondary education contexts. Richard's primary research interests include: Mathematics education and artificial intelligence integration Mathematical work and workspace theory Knowledge and reasoning modeling Problem-solving strategies and proof techniques Educational technology for mathematics learning Distance learning and teacher training methodologies His work emphasizes how AI transforms mathematical practice while addressing epistemological and cognitive challenges in educational settings. Analysis of recent publications (2016-2024) reveals consistent themes: the impact of AI on mathematical work, development of intelligent tutoring systems (especially for geometry proofs), and theoretical frameworks for technology-enhanced mathematics education. His research increasingly focuses on hybrid human-AI collaboration models and their didactic implications. Scientific Awards: Finalist for the Minister of Education, Leisure and Sports Prize (2004-2005) Ramón y Cajal Fellowship (co-funded by Spanish Ministry of Science and European Social Fund) Richard leads significant research initiatives, including a 5-year international project (2025-2030) examining AI-supported proof learning in secondary geometry. He directs the development of tutoring systems like QED-Tutrix and collaborates with interdisciplinary teams across Europe and North America. Current work explores instrumental proofs and discursive AI generation in mathematics education.

• Human-Computer Interaction
• Interactive Displays
• Input Devices
• +2 more

Ravin Balakrishnan is Professor and former Chair (2015-2019) in the Department of Computer Science at the University of Toronto, where he co-directs the Dynamic Graphics Project laboratory. He earned his PhD from University of Toronto under Bill Buxton. A pioneer in HCI, his research spans input devices, interactive displays, 3D interaction, and tabletop computing. Balakrishnan has developed innovative interaction techniques including the Rockin'Mouse (integral 3D control), Digital Tape Drawing (sketch-based 3D modeling), and BumpTop (physics-enhanced desktop). His recent work explores muscle-computer interfaces, mid-air interactions, and VR storytelling tools. Honors include ACM CHI Academy (2011), MacArthur Fellowship (1993), Guggenheim Fellowship (2016), Royal Netherlands Academy induction (2018), and best paper awards at CHI/UIST. He co-founded Bump Technologies (acquired by Google) and holds 15+ patents. Current research examines novel input techniques for AR/VR, eye-free interaction, and high-DOF devices. He teaches graduate courses in HCI and advises PhD candidates in areas like gesture interfaces and video manipulation systems.

Kyoko Kobayashi HillmanView profile

Lecturer

• Second Language Acquisition
• Task-Based Language Teaching
• L2 Vocabulary Acquisition
• +3 more

Kyoko Kobayashi Hillman is a Lecturer in Second Language Acquisition/Applied Linguistics at the Department of Asian Studies, Faculty of Arts, University of British Columbia. She holds a Ph.D. in Second Language Acquisition from the University of Maryland and an M.A. in Teaching Japanese as a Second/Foreign Language from the University of Iowa. Her research focuses on Task-Based Language Teaching (TBLT), Second Language Vocabulary Acquisition, and Mixed Methods Research in SLA. Dr. Hillman has taught Japanese at institutions in the U.S., Japan, China, Canada, and Nigeria, with expertise in designing curricula for diverse language learners. Her work emphasizes practical pedagogical approaches and the application of theoretical frameworks to real-world language teaching challenges. Key publications include studies on TBLT for U.S. Foreign Service Officers, task-based methodologies in language learning, and psycholinguistic experiments in SLA. She has contributed to edited volumes such as *The Cambridge Handbook of Language Learning* and authored a textbook on academic presentations for Japanese learners. Her research bridges theoretical SLA concepts with practical classroom applications, particularly in vocabulary acquisition and cross-cultural communication.

Veronica WhitfordView profile

Associate Professor

• Developmental Cognitive Neuroscience
• Psycholinguistics
• Neurocognitive Performance
• +7 more

Veronica Whitford is an Associate Professor and NSERC Canada Research Chair Tier II at the University of New Brunswick's Department of Psychology. Her research focuses on developmental cognitive psychology/neuroscience and psycholinguistics, examining language, reading, and neurocognitive performance across the lifespan. She uses multi-method approaches including eye-tracking, EEG, and behavioral assessments to study diverse populations such as neurotypical individuals, those with neurodevelopmental disorders, and those with mental health conditions. Education: PhD in Experimental Psychology (McGill University), followed by postdoctoral fellowships in Developmental Cognitive Neuroscience at the University of Western Ontario and Harvard University/MIT. Her research interests emphasize bilingualism's cognitive effects, cross-language activation during reading, and neurocognitive deficits in schizophrenia and developmental dyslexia. Recent work explores wearable ECG-based systems for psychiatric diagnosis and the role of individual differences in language processing. Key awards include the NSERC Canada Research Chair Tier II. Teaching focuses on introductory psychology, biological psychology, and language development courses. Her publications (2012–2025) span topics like eye movement patterns in reading disorders, bilingual cognitive advantages, and neurophysiological measures of word processing. Ongoing projects investigate the intersection of bilingualism, aging, and brain connectivity.

Paulo GarciaView profile

Assistant Professor

• Embedded Real-Time Systems
• Hardware/Software Co-Design
• FPGA Acceleration
• +3 more

Paulo Garcia is an Assistant Professor in the Department of Systems and Computer Engineering at Carleton University, Ottawa, Canada. He holds a Ph.D. in Computer Engineering from the University of Minho, Portugal, with research periods at Asian Institute of Technology and University of Würzburg. His academic roles include serving as a faculty member, thesis chair/examiner, and committee member in multiple university initiatives. Research Focus: Embedded real-time systems, hardware/software co-design, FPGA acceleration, and engineering pedagogy. Specific technical areas include multicore architectures, runtime systems, and hardware accelerators for embedded applications. His work emphasizes synergies between processor architectures, compilers, and FPGA-based solutions. Teaching: Courses include SYSC 3310 (Real-Time Systems), SYSC 4310 (Computer Architecture), and SYSC 5807 (Hardware/Software Co-Design). He supervises senior projects like robotic systems and eHealth wearable devices. Awards & Grants: Includes 2020 awards from General Dynamics Mission Systems and Carleton’s Rapid Response Grant, plus multiple scholarships from FCT Portugal and EU programs. His research has been supported by industry partnerships and defense collaborations. Service: Active in academic service as a thesis evaluator, member of student mental health committees, and representative in university governance bodies. Engaged in curriculum development and embedded systems program revisions.

Alena BarysevichView profile

Associate Professor

• Applied Linguistics
• Sociolinguistics
• French as a Second/Foreign Language (FSL) Teaching
• +6 more

Dr. Alena Barysevich is an Associate Professor in French Studies and Linguistics at the School of Languages and Literatures, University of Guelph. She specializes in Applied Linguistics and sociolinguistic competence in second language acquisition, with a focus on French as a Second/Foreign Language (FSL) in minority settings. Her research emphasizes bilingual/plurilingual education, innovative pedagogical approaches (e.g., translanguaging, task-based instruction), and the integration of technology in language learning. She has designed and evaluated online, hybrid, and face-to-face language curricula, and her work addresses social justice and equity in language education. Education: Ph.D., Sociolinguistics, University of Western Ontario M.A., French Studies/Linguistics, University of Western Ontario D.E.A., Interdisciplinary Studies, Université Libre de Bruxelles B.A.H. & B.Ed., French Studies & Applied Linguistics, Minsk State Linguistic University Research Interests: Sociolinguistics, FSL pedagogy, translanguaging, technology-enhanced learning, minority language education, and socio-constructivist theory. She investigates how language variation, identity, and social factors influence language learning and teaching, particularly in minority contexts like Franco-Ontarian communities. Recent Research Projects: Language Education for Social Justice (2024–Present): Explores social justice frameworks in language education. Translanguaging Pedagogy in a Canadian University (2022–2023): Evaluates cross-language learning tools. Fundamentals of Language and Language Learning (2020–2022): Developed an online course for language learners. Awards: Lynne-Lionel Scott Award (2011) Best Teacher of the Year (2010) Excellence in Teaching (2006) Advising & Grants: Supervised research assistants including W. Lindinger and E. Langlois. Secured grants from SSHRC, AVPA, and the Learning Enhancement Fund. Co-organized conferences like the International Second Language Pedagogies Conference and led initiatives such as the Multilingual Trivia Night . Labs/Teams: Active in the School of Languages and Literatures’ initiatives, focusing on interdisciplinary language education and technology integration.

Ahmed El-RobyView profile

Associate Professor

• Knowledge Graphs
• Question Answering Systems
• Domain Adaptation
• +2 more

Ahmed El-Roby is an Associate Professor in Carleton University's School of Computer Science, affiliated with the Institute for Data Science. His research spans question answering over knowledge graphs, domain adaptation, and sports analytics. He leads projects on cross-domain recommendation systems and knowledge graph benchmarking, with applications ranging from healthcare to antiquities trafficking analysis. His teaching includes database systems and big data trends. Research groups focus on knowledge graph analytics and machine learning applications, with active collaborations in sports analytics and healthcare AI.

• Sociocultural Linguistics
• Applied Linguistics
• Heritage Language Socialization
• +7 more

Dr. Martin Guardado is a Professor in the Department of Linguistics at the University of Alberta's Faculty of Arts. His research focuses on sociocultural and applied linguistics, particularly heritage language socialization, Indigenous language revitalization (e.g., Pipil Náhuat in El Salvador), and multilingualism in immigrant families. He has led numerous SSHRC-funded projects investigating language policies, parenting strategies, and community-based interventions. Education: Secondary school diploma and B.A. (Honours) in TEFL (Universidad Francisco Gavidia, El Salvador); TESOL Diploma (Vancouver Community College); M.A. and Ph.D. in Applied Linguistics (University of British Columbia). He has taught extensively in Canada, the U.S., and El Salvador, with expertise in TESL/EFL, sociolinguistics, and discourse analysis. Research interests include language ideologies, task-based language teaching, and the internationalization of higher education. His work bridges academia and community, emphasizing participatory research in Indigenous and immigrant communities. Key Awards: McCalla Professorship (2020-2022), SSHRC Insight Grant ($95K), Ann Hawson Memorial Prize (2008) Teaching: Courses include LING 101 (Linguistic Analysis), LING 102 (Linguistics in Action), LING 314 (Discourse Analysis) Collaborations: Partnerships with Universidad Don Bosco (El Salvador), Erasmus University (Netherlands), and Alberta community organizations

Jun JinView profile

Assistant Professor

• Robotics
• Machine Learning
• Reinforcement Learning
• +4 more

Jun Jin is an Assistant Professor in the Department of Electrical & Computer Engineering at the University of Alberta and a Fellow of the Alberta Machine Intelligence Institute (Amii). His research focuses on robotic reinforcement learning, embodied artificial intelligence, and human-centered autonomy. He holds a PhD and has eight years of industry experience in autonomous systems, including autonomous driving and construction automation. He teaches ECE 720 B01 Robot Learning: Principles and Advances and leads the Human-Centered Autonomy (HCA) Lab, which hosts a weekly reading club. His research interests include developing scalable learning architectures for robots to adapt to dynamic environments, ensuring safe human-robot interaction, and advancing open-ended learning agents. Notable achievements include the ICRA 2022 Outstanding Student Paper Award and the KUKA Innovation Award 2018. He emphasizes applying robotics to construction (e.g., infrastructure maintenance robotics) and healthcare. Dr. Jin actively mentors students through competitive research assistant positions and collaborates with Amii for computational and industrial resources. His lab fosters a community-driven approach to advancing robotics through interdisciplinary research and public engagement.

• Cognitive Psychology
• Spatial Attention
• Applied Cognitive Psychology
• +3 more

John Christie is a Senior Instructor at Dalhousie University's Department of Psychology and Neuroscience (part of the Faculty of Science). He holds a part-time academic appointment and focuses on teaching and research in cognitive psychology. His work emphasizes active learning methodologies and explores intersections between attention mechanisms, spatial awareness, and data visualization techniques. Research Interests: Christie's research examines how learning processes interact with attention systems, spatial attention dynamics, and the application of cognitive psychology principles to real-world problems. His work often integrates experimental methods with computational modeling, particularly in understanding oculomotor behavior and perceptual decision-making. Teaching Philosophy: Christie advocates for student-centered, active learning environments where learners construct knowledge through exploration rather than passive instruction. He emphasizes creating structured yet flexible educational frameworks that empower students to take ownership of their learning process. Publications Overview: Christie's recent work spans topics like lifespan changes in attention networks, inhibition of return mechanisms, and the cognitive effects of multilingualism. His 2024 meta-analysis on attention networks highlights neural plasticity across ages, while 2023 studies investigate visual masking effects and cognitive load in target identification tasks. Contact Information: Available for collaboration via email John.Christie@dal.ca at the Life Sciences Centre in Halifax.