Find Academic Supervisors

• Second Language Acquisition
• Vocabulary Acquisition
• English for Academic Purposes (EAP)
• +3 more

Nicole Louise Busby is an Associate Professor in English linguistics and language acquisition at NTNU's Department of Language and Literature (Faculty of Humanities). Her research focuses on second language acquisition, particularly vocabulary development and reading comprehension in academic contexts. She investigates how informal extramural activities like gaming and media consumption influence Norwegian students' English proficiency. She is affiliated with research groups including VOCLEX, LPE, L-LATER, ForMAAL, Flere Språk til Flere, and Bilingualism Matters. Busby teaches courses such as ENG1101 (English Linguistics) and supervises master's theses on topics like AI in language learning, language policy, and extramural language exposure. She has conducted studies on language practices among international staff at NTNU and the effectiveness of digital assessments for language teachers. Her work bridges academic research and practical teaching strategies, emphasizing the role of informal learning in academic success. Key projects include the AELPP initiative exploring language policies at NTNU and investigations into the impact of early extramural English exposure on university readiness. She regularly presents at international conferences and contributes to policy discussions on multilingualism in higher education. Her research highlights the importance of integrating informal language practices into formal education frameworks.

• Respiratory Medicine
• Chronic Obstructive Pulmonary Disease (COPD)
• Pulmonary Rehabilitation
• +4 more

Ms. Mary Roberts is a Clinical Lecturer at the Westmead Clinical School within the Faculty of Medicine and Health at the University of Sydney. Her research focuses on chronic respiratory diseases, particularly Chronic Obstructive Pulmonary Disease (COPD), with an emphasis on breathlessness management, pulmonary rehabilitation, and telehealth interventions. She has led and contributed to studies evaluating non-pharmacological strategies such as hand-held fans for symptom relief and integrated care models for chronic disease management. Her work spans clinical trials (e.g., the Integrated Text Messaging [ITM] trial for cardiac and pulmonary rehabilitation) and guideline development, such as the Thoracic Society of Australia and New Zealand Position Statement on Oxygen Use. Roberts collaborates with interdisciplinary teams to improve patient outcomes through evidence-based practices, including telemonitoring and nurse-led interventions. Key contributions include assessing symptom burden in COPD populations, optimizing pulmonary rehabilitation protocols, and exploring undernutrition in chronic respiratory conditions. Her publications reflect a commitment to translating research into clinical practice, with a focus on patient-centered care and healthcare system innovation.

Beatrice C DupuyView profile

Professor

• Language Teacher Professional Development
• Literacy-Based Approaches in Education
• Multimodality in Language Learning
• +3 more

Beatrice C Dupuy is a Professor of French & Italian and holds a leadership role as Director of the Center for Educational Resources in Culture, Language & Literacy (CERCLL) at the University of Arizona. She is also affiliated with the Graduate Interdisciplinary Program in Second Language Acquisition & Teaching (SLAT). Her work bridges language pedagogy, literacy practices, and educational technology. Research interests include teacher professional development, multimodal literacy approaches, and experiential learning frameworks in language education. Dr. Dupuy has published extensively on multiliteracies frameworks, critical discourses in foreign language education, and the intersection of language learning with professionalization. She co-edited a special issue of Intercultural Communication Education exploring mobility dimensions in intercultural competence development. Her scholarly contributions emphasize innovative pedagogical strategies for 21st-century language education challenges. Her academic leadership includes directing interdisciplinary educational initiatives focused on cultural, linguistic, and literacy resources. While no specific grants or awards are listed, her publications reflect sustained engagement with transformative educational practices.

• LGBTQ Studies
• Public Health
• Urban Planning
• +3 more

Amy Hillier is an Associate Professor at the University of Pennsylvania’s School of Social Policy & Practice (SP2), where she teaches introductory research methods, social welfare history, and co-directs the online course The Penn Experience on racism and oppression for graduate students. Previously, she held a faculty position in the Department of City & Regional Planning at the Weitzman School of Design. Her research has evolved from historical mortgage redlining and urban public health to LGBTQ+ communities, particularly trans youth. She founded SP2’s LGBTQ Certificate program and explores intersections of gender identity, policy, and health equity. Dr. Hillier earned a BA in History from Middlebury College and MSW/PhD degrees from the University of Pennsylvania. Her work bridges academia and community, addressing food security, spatial inclusion, and anti-racist education. She has led projects on SNAP cycles’ impact on diet quality, park accessibility, and the legacy of WEB Du Bois’ The Philadelphia Negro . Her current research emphasizes queer youth empowerment and the moral challenges faced by gender-affirming care providers. Her interdisciplinary approach integrates GIS mapping, participatory research, and policy analysis to address systemic inequities. She collaborates across disciplines to advance inclusive urban planning, healthcare equity, and LGBTQ+ advocacy.

• Schizophrenia
• Social Cognition
• Early Psychosis Detection
• +3 more

Dr. Deepa Purushothaman is a Research Fellow in the Department of Psychiatry at Yale School of Medicine, serving as the Early Detection and Assessment Coordinator (EDAC) for DMHAS Region 5 within the Specialized Treatment for Early Psychosis (STEP) program. She holds an MD in Psychiatry and a Postdoctoral Fellowship in Schizophrenia from NIMHANS, Bangalore. Her clinical focus is on general adult psychiatry, with expertise in schizophrenia spectrum disorders. Her research explores social cognitive deficits in schizophrenia, early psychosis detection, and the neurobiology of mental illness, alongside interests in the history of psychiatry and integrative therapies like yoga and Ayurveda. Education: Postdoctoral Fellowship in Schizophrenia, National Institute of Mental Health and Neurosciences (NIMHANS), 2020 MD in Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), 2019 Research Interests: Her work spans social cognition deficits in schizophrenia, early psychosis intervention strategies, and the application of yoga and Ayurveda in mental healthcare. She has published extensively on topics such as tele-yoga efficacy, integrative treatment guidelines for schizophrenia, and the neurobiological underpinnings of delusions. Recent Contributions: Her 2025 study on fNIRS-based social disconnect analysis in psychosis and 2024 meta-analysis on yoga therapy for schizophrenia cognition highlight her focus on innovative diagnostic tools and complementary interventions. She co-developed culturally adapted counseling modules using ancient Indian texts and contributed to global treatment guidelines (INTEGRATE). Awards: Young Investigator Award from Schizophrenia Research Foundation (2018) Advisory & Collaborations: She leads the STEP program's early detection efforts and collaborates with interdisciplinary teams on projects like the 'Integrative Approach for Managing Tardive Dyskinesia.' Her lab engages in translational research bridging neuroimaging, epigenetics, and clinical outcomes. Labs/Teams: Active in the STEP program and associated with the Whisk Cup Streamline initiative, focusing on early psychosis intervention and integrative care models.

Anna GeorgView profile

Professor

• Clinical Psychology
• Child and Adolescent Psychotherapy
• Developmental Psychopathology
• +5 more

Dr. Anna Georg holds an Acting Professorship in Clinical Psychology and Child and Adolescent Psychotherapy at the University of Mannheim's School of Social Sciences. Her teaching focuses on mental disorders in children and adolescents, emphasizing developmental psychopathology and evidence-based treatments. She prioritizes practical psychotherapy training, guiding students through professional development and therapeutic methodologies. Research interests include trauma-focused interventions, shared decision-making dynamics in healthcare, and developmental coordination disorders. She has published extensively on PTSD treatment, CBT efficacy, and patient-provider communication. Affiliated with the Otto-Selz-Institute, her work bridges research, teaching, and clinical practice. No awards are explicitly mentioned, but her contributions span clinical studies, questionnaire development, and longitudinal analyses. Education: No formal education details provided beyond her current role. Research Interests: Her work explores trauma-focused therapy outcomes, age-related CBT benefits, and the impact of power asymmetry in medical decision-making. She investigates motor skill overlaps in ADHD and developmental coordination disorders, utilizing EEG and longitudinal mediation studies. Articles Overview: Recent work highlights PTSD treatment efficacy in routine care, biases in student self-assessment, and fear prediction in panic disorder therapy. Her studies often employ naturalistic settings and large-scale datasets, emphasizing real-world applicability. Awards/Grants: None explicitly listed in the provided texts. Labs/Teams: Affiliated with the Otto-Selz-Institut, integrating research, teaching, and clinical care.

Vladimir VanyushynView profile

Associate Professor

• Inter-firm collaboration
• Innovation management
• Internationalization of SMEs
• +5 more

Vladimir Vanyushyn is an Associate Professor at the Umeå School of Business, Economics and Statistics (USBE), specializing in inter-firm collaboration, innovation, and quantitative analysis of survey and register-based data. His research focuses on SME internationalization, coopetition strategies, business model innovation, and the impact of political intelligence on export decisions. Research Interests: Strategic alliances and partnership diversity Coopetition dynamics and organizational capabilities Digital marketing adoption in SMEs Political and economic crisis management Cross-cultural consumer behavior Key Trends in Publications: His work emphasizes the paradoxes and benefits of coopetition, leveraging both qualitative and quantitative methods. Recent studies highlight SME resilience during crises and the role of strategic partnerships in innovation. He has also explored impulse purchasing behaviors in cross-border contexts and the structural challenges of managing government affairs in turbulent markets. Awards: No specific awards listed. Grants/Advising: Extensive collaboration with industry and academic partners; no formal grant details provided in text. Mentors graduate students through USBE’s programs. Labs/Teams: Active contributor to USBE’s research clusters on innovation ecosystems and global business strategies.

• Discourse Analysis
• Political Communication
• Sociolinguistics
• +3 more

Mercedes Díez Prados is a Professor in the Department of Modern Philology at Universidad de Alcalá. Her research focuses on discourse analysis, political communication, and sociolinguistics, particularly examining evaluative language in political discourse and cross-cultural communication in business and education. She leads the research group 'Discourse, Identity and Cognition' and has coordinated multiple projects on emotion in language, anglicisms in specialized contexts, and EFL pedagogy. Principal Investigator for projects like 'Emoción y lenguaje en acción' (2014-2018) and co-investigator in studies on CLIL theories and anglicisms in tourism. Published extensively in discourse analysis journals and edited volumes, with a focus on persuasive strategies, metaphor use, and cohesion in political texts. Teaches courses in discourse analysis, argumentation, and EFL methodology across undergraduate and master's programs. Her work bridges cognitive linguistics and sociopolitical discourse, addressing how language constructs identity and persuasion in professional and political contexts. Recent studies explore nonverbal communication in business pitches and gender roles in media discourse.

• Health Economics
• Mental Health Economics
• Economic Evaluation Methodologies
• +3 more

Christopher Rouen is a Lecturer and researcher in Public Health and Tropical Medicine at James Cook University (JCU), affiliated with the Clinical Psychedelic Research Lab. His work focuses on health economics, mental health policy, and the economic evaluation of interventions in mental health and psychedelics. He actively contributes to suicide prevention through his role as director of the Dr. Edward Koch Foundation. His research spans pandemic mental health impacts, disaster preparedness, and Indigenous health equity, with a strong emphasis on participatory health planning and data democratization to address systemic inequities. Education: While specific educational details are not provided in the text, his role as a Lecturer implies advanced academic qualifications in health economics or related fields. Research Interests: Economic evaluation methodologies for healthcare interventions. Mental health economics, particularly in pandemic contexts. Psychedelics' cost-effectiveness in clinical settings. Disaster resilience and nursing workforce preparedness. Indigenous health disparities and community-driven solutions. Research Trends: His articles highlight a focus on longitudinal studies of mental health, pandemic impact analysis, and community-based interventions. Themes include healthcare access barriers, nurse preparedness for disasters, and culturally sensitive mental health approaches. Awards: No scientific awards explicitly mentioned. Advising/Grants: No students or grants listed. His contributions are primarily research-focused with organizational partnerships. Labs/Teams: Member of the Clinical Psychedelic Research Lab at JCU, collaborating on economic frameworks for psychedelic medicine.

Annie ArmstrongView profile

Professor

• Education
• Psychology
• Information Literacy
• +3 more

Annie Armstrong is a Professor and Coordinator of Teaching and Learning Services at the Daley Library, University of Illinois Chicago (UIC). She serves as a liaison for the College of Education, College of Liberal Arts and Sciences, and Psychology departments, focusing on research services and resources. Her work bridges library practices with educational strategies, particularly in information literacy and adaptive teaching methods. Her research interests emphasize student-centered approaches to library instruction, including the role of chat-based reference services, pandemic-era educational resilience, and the integration of primary sources into curricula. She explores how librarians collaborate with faculty to design innovative instructional frameworks that align with ACRL standards, fostering lifelong learning skills among students. Armstrong’s publications highlight trends in library adaptation to digital and crisis-driven environments, emphasizing collaboration between librarians and instructional designers. Her work addresses barriers in first-year writing programs and advocates for libraries’ evolving relevance in the digital age through evidence-based practices and community engagement. While no scientific awards are listed, her contributions to library pedagogy and instructional innovation reflect significant scholarly impact. Her advising and grant activities are not explicitly detailed in the provided texts, but her roles suggest active involvement in educational initiatives. She is affiliated with UIC’s Daley Library, contributing to its mission through teaching, research support, and service.

Mary GoitomView profile

Associate Professor

• Migration Studies
• Transnationalism
• Diaspora Communities
• +5 more

Dr. Mary Goitom is an Associate Professor and Graduate Program Director in the School of Social Work at York University, Canada. She holds a Ph.D. in Social Work from the University of Calgary, alongside degrees from McGill University and York University. Her research focuses on migration, transnational processes, diaspora communities, and Ethiopian epistemologies, emphasizing community-based approaches and cultural knowledge systems. Dr. Goitom’s work explores identity formation, resilience, and social well-being among diasporic populations, particularly Ethiopians in Canada, South Africa, and Australia. Her educational background includes a BSW (McGill), MSW (Calgary), and Ph.D. (Calgary), with interdisciplinary expertise bridging social work, anthropology, and globalization studies. Research interests include decolonial pedagogy, anti-oppressive practice, and the intersection of religion and migration. Recent work leverages innovative methods like reflexive photography and duoethnography to center marginalized voices. Publications highlight transnational social fields, post-pandemic resilience, and diaspora mechanisms for well-being. Her scholarship critiques dominant narratives about Africa while amplifying Indigenous knowledge systems. Ongoing projects address systemic inequities in disaster response and social entrepreneurship. Advising: No named students listed in provided texts Grants/Awards: None explicitly mentioned Labs/Teams: Not specified in available information

• Software Engineering Education
• Programming Education
• Embedded Systems
• +3 more

Professor Hannu-Matti Järvinen is affiliated with Tampere University's Faculty of Information Technology and Communication Sciences within the Computing Sciences department. His work focuses on software engineering education, programming pedagogy, and embedded systems. He has contributed to understanding industrial impacts on academic curricula, ethics in software engineering, and innovative teaching methodologies like flipped classrooms and MOOCs. Educational background: Extensive experience in computer science education spanning decades Key research themes: Programming education tools, concurrency systems, and ethics integration in engineering His research bridges theory and practice through empirical studies of curriculum evolution, analysis of industrial collaboration in project-based learning, and development of visualization tools for programming education. Recent work emphasizes ethics as a core professional competency and explores emerging educational technologies. Awards: None explicitly mentioned in provided texts Advising/Grants: No specific student names or grant details provided in current data Labs/Teams: Active participation in educational technology initiatives and software engineering pedagogy development without explicitly named groups

• Health Psychology
• Body Image
• Eating Disorders
• +4 more

Marie Louise Caltabiano is a Professor at James Cook University, specializing in health psychology with a focus on body image, eating disorders, obesity, and mental health. Her research integrates behavioral interventions, public health strategies, and cultural competency in diverse populations, including Indigenous communities. She has published over 137 peer-reviewed articles and presented at international conferences such as the Australasian Society of Behavioural Health and Medicine and the International Congress of Applied Psychology. Her work bridges clinical and community-based approaches, addressing health disparities and promoting well-being through evidence-based interventions. Key research areas include the psychological impact of bariatric surgery, trauma-informed programs for Indigenous populations, and the role of social media (e.g., Instagram) in body dissatisfaction. She collaborates internationally on cross-cultural studies examining eating behaviors and body image across eight countries. Notable contributions include developing scales like the Medical Social Self-Efficacy Scale and exploring resilience in chronic disease management (e.g., chronic kidney disease, hepatitis B). Her presentations and publications emphasize translational research, applying findings to clinical practices and public health policies. Recent work includes evaluating text message campaigns for sun safety and trauma-informed care in remote communities. Dr. Caltabiano’s interdisciplinary approach spans psychology, public health, and education, with a commitment to improving health outcomes through rigorous empirical research.

Diana CurtisView profile

Academic

• Nursing Education
• Higher Education Leadership
• Healthcare Workforce Development
• +3 more

Diana Curtis, Ph.D. serves as Assistant Teaching Professor in the School of Education at Rockhurst University, part of the College of Arts & Sciences. Her work focuses on nursing education and healthcare leadership, particularly addressing rural healthcare challenges and workforce development. Research Interests: Dr. Curtis explores nursing skills development, higher education trends, and strategies to bolster healthcare access in underserved areas. She emphasizes clinical training, technology integration in education, and policies supporting nursing workforce expansion. Recent Articles: Her publications analyze nurse practitioner competency frameworks, 2025 higher education trends, and ABSN programs' role in addressing rural nursing shortages. These works highlight interdisciplinary approaches to healthcare education and systemic solutions for workforce gaps. Awards/Grants: No academic awards or grants explicitly noted in the provided text. Student Support: Advises online ABSN students on curriculum, clinical placements, and enrollment processes. Provides mentorship through structured advising frameworks.

• Medical Education
• Dental Training
• Qualitative Research Methods
• +3 more

Fatemeh Amir Rad is affiliated with the School of Medicine, Dentistry and Biomedical Sciences. Her research focuses on postgraduate dental training methodologies, particularly the balance between support and autonomy in supervisory practices. She employs qualitative approaches such as reflexive thematic analysis and focus groups to explore learning environments and educational strategies. Research Trends: Her work bridges clinical supervision and educational theory, emphasizing the psychological and institutional factors influencing trainee development. The 2024 study highlights methods to optimize mentorship frameworks in healthcare training. Awards & Grants: No specific awards or grants mentioned in the provided text. Education & Labs: Academic qualifications and lab affiliations are not detailed here. The single published article reflects a focus on qualitative studies in medical education contexts.