Find Academic Supervisors

• Literacy
• English Education
• Reading Comprehension
• +6 more

Julia Sutherland is a Professor of Education, Literacy and Language at the School of Education and Social Work, University of Sussex. With a background in English teaching across secondary, tertiary, and higher education, she has pioneered widening participation initiatives and curriculum development. Her research focuses on literacy, reading comprehension, dialogic classroom discourse, and teacher education, particularly in disadvantaged contexts. University: University of Sussex School: School of Education and Social Work Email: J.C.Sutherland@sussex.ac.uk Sutherland's research employs sociocultural and critical theoretical approaches, emphasizing participatory methodologies like action research and ethnography. She collaborates with Psychology colleagues on interdisciplinary projects to enhance reading comprehension and teacher development. Her work has been funded by the Sussex Research Development Fund and Paul Hamlyn Foundation, with sustained impact on national training materials and school policies. Recent publications highlight immersive reading techniques, dialogic talk, and student voice. Her studies often involve adolescent struggling readers and participatory research with teachers. Awards include multiple Student-led Teaching Awards (2004-2018) and the Vice-Chancellor’s Award for curriculum innovation. 2017-2018: Outstanding Support for the Learning Experience of Students – Team award for ITE 2014-15: Outstanding Support for the Learning Experience of Students 2013-14: Outstanding or Innovative Postgraduate Teaching 2006: Excellence in Teaching 2004: Vice-Chancellor’s Award for Curriculum Innovation She convenes the PhD in Education and International Education and Development programs, supervises doctoral students, and leads the MA in Education (MAE) with pathways like SEND, Research Leaders, and International Education. Sutherland also established the annual Teacher Researcher conference in 2012 to bridge academic research and classroom practice.

• Biomedical Engineering
• Surgical Training
• Virtual Reality in Medicine
• +7 more

Carmen Guzman-Garcia is a fixed-term researcher in the Department of Engineering and Architecture at the University of Parma, where she contributes to interdisciplinary programs bridging engineering, veterinary medicine, and medical education. She teaches courses in Artificial Intelligence for materials science and Informatics within graduate-level programs, including the Second Cycle Degree in Functional and Sustainable Materials and the Full Cycle (5 years) Veterinary Medicine program. Her research focuses on the development and evaluation of innovative technologies for clinical and surgical training. Key areas include virtual reality simulations, psychomotor skill assessment, stress monitoring in educational environments, and e-learning platforms for minimally invasive surgery. She employs methodologies from biomedical engineering, cognitive psychology, and human-computer interaction to enhance medical education outcomes. The recent publications highlight a strong trend in using immersive technologies for objective clinical assessment, particularly in cardiopulmonary resuscitation and surgical skill acquisition. Her work integrates technical metrics with behavioral and cognitive data to build comprehensive models of performance and learning in high-stakes medical environments. While no scientific awards are currently listed, her collaborative research involves prominent institutions and researchers in surgical simulation and medical informatics. She advises no publicly listed students, but her role in curriculum design and technology-driven pedagogy suggests significant mentorship and educational leadership. There is no mention of external grants in the provided text. Her work is closely aligned with applied research in medical simulation labs, though no specific lab or team name is provided.

• Prosocial behaviour
• Autobiographical events
• Intergroup dynamics
• +3 more

Gurjog Bagri is a Senior Lecturer in the Department of Social and Psychological Sciences at the University of Huddersfield, affiliated with the School of Human and Health Sciences and the Centre for Cognition and Neuroscience. He holds a PhD in Psychology from the University of Warwick (2006), an MSc in Cognitive Psychology/Neuropsychology (University of Kent, 2002), an MRes in Biomolecular Science (University of York/University of Cambridge, 2001), and a BSc in Biological Sciences (University of Lancaster/Oregon State University, 1999). His research focuses on prosocial behavior, autobiographical memory, moral psychology, and eyewitness testimony. Key interests include how perspective (e.g., first-person vs. observer) influences memory recall, the role of trait anxiety in critical thinking, and compensatory behavior following moral/immoral acts. His work intersects with UN Sustainable Development Goals related to justice and education. Bagri has published consistently since 2001, with recent work emphasizing metacognitive strategies in education and the cognitive underpinnings of moral behavior. His articles span disciplines like educational psychology, forensic psychology, and cognitive neuroscience. He currently supervises PhD students and mentors research projects in his areas of expertise. Affiliations: Centre for Cognition and Neuroscience, School of Human and Health Sciences Grants/Projects: Accepting PhD students; supervised 5+ projects (details unspecified) Labs/Teams: Involved in interdisciplinary research networks through the Centre for Cognition and Neuroscience

Jodi LampiView profile

Associate Professor

• Postsecondary Literacy
• Developmental Education
• Disciplinary Literacy
• +7 more

Jodi Lampi is an Associate Professor in the Department of Curriculum and Instruction at Northern Illinois University (NIU), College of Education, where she has been fully employed since 2014. She also serves as an Adjunct Professor at the University of Maryland Global Campus. Her work centers on postsecondary literacy, developmental education, and disciplinary reading instruction. Educational Background: Ph.D. in Developmental Literacy, Texas State University M.A. in English (literature & pedagogy), Northern Michigan University B.S. in Secondary Education (English & history), Northern Michigan University Dr. Lampi's research focuses on integrated reading and writing (IRW) , curriculum design in literacy programs , and inclusive teaching practices . Her work emphasizes equity in literacy instruction and the development of contextualized reading strategies across disciplines such as humanities, sciences, and social sciences. She explores metacognitive strategies and the use of metaphor in teaching to enhance student and faculty understanding. Her recent scholarly outputs highlight trends in disciplinary literacy , textbook curriculum analysis , and program evaluation . These works reflect a strong commitment to evidence-based, equitable literacy instruction in higher education. Scientific Awards and Recognitions: ACUE Distinguished Teaching Scholar Certificate in Effective College Instruction (ACUE) Micro-credential in Inclusive Teaching for Equitable Learning (ACUE) American Council on Education (ACE) endorsement of ACUE programs Dr. Lampi has held leadership roles including Director of the Academic Literacy and Learning Program (2016–2021) and coordinator of the Certificate of Graduate Studies in Developmental Literacy and Language Instruction. She teaches courses at undergraduate, master’s, and doctoral levels and mentors graduate students through independent research and internship supervision. While specific grants are not mentioned, her ACUE training indicates engagement with nationally recognized teaching excellence initiatives. She has also presented extensively on literacy and developmental education topics. Academic Units and Programs: Academic Literacy and Learning Program, NIU Certificate of Graduate Studies in Developmental Literacy and Language Instruction, NIU

Stephen M. TonksView profile

Professor

• Reading Motivation
• Reading Engagement
• Measurement of Motivation
• +7 more

Stephen M. Tonks is a Professor in the Department of Leadership, Educational Psychology and Foundations at Northern Illinois University, College of Education. His research focuses on reading motivation, engagement, and the measurement of motivational constructs, grounded in expectancy-value and self-determination theories. He also conducts cross-cultural studies, particularly on Japanese education and motivation. His educational background includes a Ph.D. in Human Development and Educational Psychology from the University of Maryland and a B.A. in Psychology and German from the University of Michigan. Dr. Tonks’s research interests center on understanding how students’ beliefs about competence and task value influence reading comprehension and engagement. He explores how motivation can be measured effectively across cultures and educational contexts, with a special focus on adaptive assessments and the role of metacognition in literacy development. His work bridges cognitive, motivational, and cultural perspectives in education. The recent publications reflect a strong trend in educational psychology, particularly in reading motivation, adaptive measurement, and inference processes during reading. His work often integrates theory with practical assessment tools, emphasizing the multidimensionality of motivation and its impact on academic success. Dr. Tonks has not been publicly listed with any scientific awards or fellowships in the provided text. He has advised or collaborated with several researchers and students, including prominent scholars like Allan Wigfield and Jacquelynne Eccles. While no formal grant details are listed, his research output suggests involvement in funded projects related to reading motivation and assessment development. He has contributed to major handbooks and journals, indicating leadership in the field. He is actively involved in teaching graduate and undergraduate courses such as EPS 300, EPS 418, and EPS 718, focusing on educational psychology, motivation, and human development.

Donna WerderichView profile

Professor

• Language arts education
• Teaching of writing
• Teacher education

Donna Werderich , Ed.D., is a Presidential Teaching Professor in the Department of Curriculum and Instruction at Northern Illinois University. Her teaching focuses on language arts education at both undergraduate and graduate levels, with expertise in writing instruction and teacher preparation. Specializes in student-centered pedagogy Coordinates B.S.Ed. program in Middle Level Teaching and Learning Former elementary/middle school teacher Education : Ed.D., Northern Illinois University M.S., Northern Illinois University B.A., Concordia University Research Interests include language arts education, digital writing instruction, and teacher education frameworks that emphasize: Caring classroom environments Organizational strategies Role modeling with technology Engagement through social learning theory Scientific Awards : Illinois Reading Educator of the Year (2013) Certificate of Excellence in Online Teaching (2022) Blackboard Exemplary Course Program Winner (2022) Excellence in Teaching and Campus Leadership (2007)

Tran Quoc KhanhView profile

Professor

• Light and color perception
• Colorimetry
• Traffic lighting technology
• +4 more

Prof. Tran Quoc Khanh is the Head of the Department of Adaptive Lighting Systems and Visual Processing at Technische Universität Darmstadt since October 2006. Previously, he held leadership roles at Arnold & Richter Cine Technik (ARRI) and worked in research and development at various optical measurement technology manufacturers. His habilitation focused comprehensively on human eye perception in mesopic environments, with a particular emphasis on color perception. Education Background: While specific education details are not explicitly provided, his academic trajectory includes expertise in optoelectronics, lighting technology, and sensory perception research. Research Interests: His work spans light and color perception, colorimetry, traffic lighting systems, optoelectronics (LED/OLED technologies), optical spectroscopy across UV-VIS-IR spectra, and light measurement instrumentation. He also specializes in technical optics simulation methodologies. Grants/Advising: No specific grants or advising details are mentioned in the provided text. Labs/Teams: He leads the Lighting Technology Department at TU Darmstadt, focusing on interdisciplinary research in adaptive lighting systems and visual processing technologies.

Timo FalkenbergView profile

Associate Professor

• One Health
• Planetary Health
• Urban Health
• +7 more

Timo Falkenberg is a faculty member and division head (Abteilungsleiter) at the Institute of Hygiene and Public Health, part of the Faculty of Medicine at the University of Bonn, Germany. He is actively involved in research and teaching, particularly in the areas of One Health, Planetary Health, and urban health. He is affiliated with the GeoHealth Centre at the University Hospital Bonn and leads research on the intersection of environmental systems and public health. His research interests focus on integrated health approaches, particularly One Health and Planetary Health, with applications in urban transformations, sustainable diets, water and health, and antimicrobial resistance. He investigates how environmental factors such as urban blue and green spaces, air and water quality, and agricultural practices influence human health. His work emphasizes intersectoral collaboration, health system strengthening, and sustainable solutions for public health challenges. The recent publications highlight a strong trend toward interdisciplinary research that bridges environmental science, public health, and social sciences. His work spans from qualitative explorations of air purifier use in daycare centers to systematic literature reviews on Earth system modeling and planetary health. A significant portion of his research is applied, involving case studies in India and Germany, and developing tools like the OHRAD for disease prioritization. The articles collectively reflect a commitment to actionable science that informs policy and practice in global and urban health contexts. Integrating portable air purifiers in German daycare centers during the COVID-19 pandemic Linking Earth System Modeling and Planetary Health One Health Operationalization in a Local Health System: Learnings From an urban City of India, Ahmedabad Integrationsmedium Wasser Urban park qualities driving visitors mental well-being and wildlife conservation in a Neotropical megacity Timo Falkenberg has been involved in multiple research projects, including "One Health and Urban Transformation", funded by NRW Forschungskolleg at the Center for Development Research, University of Bonn. He has not received any explicitly mentioned scientific awards in the provided text. He advises students and researchers, as evidenced by co-authored publications with junior researchers and PhD candidates. He is a key member of the AG Kistemann research group and the GeoHealth Centre, which brings together interdisciplinary expertise to address complex health challenges. The team conducts research on environmental microbiology, cultural aspects of water and health, development and water, and planetary health, reflecting a comprehensive approach to health in the context of global change.

Mary L. IrelandView profile

Clinical Professor

• Sports Medicine
• Orthopaedic Surgery
• Women's Health
• +10 more

Mary L. Ireland, MD is a Full Clinical Professor in the Department of Orthopaedic Surgery and Sports Medicine at the University of Kentucky, with a joint affiliation in the College of Health Sciences. She is a nationally recognized orthopaedic surgeon specializing in sports medicine, with a strong commitment to women's health and injury prevention in athletes of all ages. University: University of Kentucky School: College of Health Sciences Department: Orthopaedic Surgery and Sports Medicine Academic Rank: Clinical Professor Dr. Ireland earned her MD from the University of Tennessee Health Science Center, completed her orthopaedic residency at the University of California, Irvine, and pursued dual fellowships in pediatric orthopaedic surgery and sports medicine at Boston Children’s Hospital (Harvard) and Hughston Orthopaedic Clinic. She is board certified in Orthopaedic Surgery and Orthopaedic Sports Medicine by the American Board of Orthopaedic Surgery. Her research and clinical interests focus on sports-related injuries, particularly ACL and rotator cuff injuries, with an emphasis on gender differences, biomechanics, and preventive strategies. She has published extensively—71 peer-reviewed articles and 48 book chapters—and is a co-editor of influential texts including The Female Athlete and ACSM A Comprehensive Review . Her work bridges clinical practice, education, and advocacy. The recent publications highlight a consistent trajectory in sports medicine research, particularly focusing on injury mechanisms in female athletes, biomechanical risk factors, prevention programs, and gender-specific outcomes. Themes include ACL injury prevention, shoulder instability, neuromuscular control, and the role of maturation and hormonal cycles in injury risk. These reflect a lifelong dedication to optimizing health and performance in active women and girls. Dr. Ireland has received numerous scientific honors, including: Induction into the American Orthopaedic Society for Sports Medicine (AOSSM) Hall of Fame (2023) SEATA Sports Medicine Person of the Year (1997) President's Challenge Award from NATA (1998) Recognition in Best Doctors in America She has been a dedicated educator and mentor, serving as Team Physician for Eastern Kentucky University and the University of Kentucky, and contributing to resident education for decades. She founded the Active Women’s Health Initiative (AWHI) in 2018, now an endowment, to promote lifelong physical activity and wellness in girls and women. She has secured grants and philanthropic support, including a $100,000 lead gift from the James E. Ireland Foundation, which she established in honor of her father and extended to support women’s health through the Ireland Foundation. Dr. Ireland is actively involved in multiple professional societies, including the American Academy of Orthopaedic Surgeons (Fellow), American College of Sports Medicine (Fellow), AOSSM, Ruth Jackson Orthopaedic Society, and the National Athletic Trainers Association. She serves on editorial boards for leading journals such as the American Journal of Sports Medicine , Medicine and Science in Sports and Exercise , and Journal of Bone and Joint Surgery .

Michelle ScarpullaView profile

Assistant Professor

• Public Health Education
• Sexual and Reproductive Health
• Comprehensive Sexuality Education
• +4 more

Michelle Scarpulla is an Assistant Professor of Instruction in the Department of Social and Behavioral Sciences at the College of Public Health, Temple University. She became a full-time faculty member in August 2013, after serving as an adjunct faculty member and working part-time at Answer, a national organization promoting comprehensive sexuality education. Education: MPH in Community Health Education, Temple University BS in Public Health Administration, Stockton College of New Jersey Her expertise lies in public health education, with a strong focus on comprehensive sexuality education, adolescent sexual health, and community-based health promotion. She has extensive experience delivering health education in both school and community settings and has led national training workshops for educators on age-appropriate sexuality education. Michelle teaches several core undergraduate courses in public health, including Introduction to Public Health Writing, Fundamentals of Health Education, and a two-course sequence in Community-Based Health Program Planning. She also supervises the Public Health Internship course, guiding students in practical, real-world public health experiences. She previously worked at Answer, where she conducted in-person and online trainings for educators nationwide. Her professional background combines direct health education, curriculum development, and teacher training, emphasizing evidence-based, inclusive, and developmentally appropriate sexual health education. There are no scientific awards or research publications listed in the provided text. She advises undergraduate students through the Public Health Internship program and contributes to public health education through curriculum design and pedagogical leadership. While no formal grants are mentioned, her work with Answer and community organizations suggests a strong applied and service-oriented approach to public health. There is no mention of any research lab, research team, or collaborative research group in the provided information.

Kenji SagaeView profile

Professor

• Computational Linguistics
• Natural Language Processing
• Syntax and Parsing
• +8 more

Kenji Sagae is a Professor and Chair of the Department of Linguistics at the University of California, Davis, with additional affiliations in the Computer Science graduate program, Cognitive Science program, and Computational Social Science designated emphasis. He leads the Computational Linguistics Laboratory and has held academic positions at the University of Southern California and the University of Tokyo. He earned his PhD from Carnegie Mellon University's Language Technologies Institute in 2006. His research spans computational linguistics, natural language processing, and cognitive science, focusing on syntactic parsing, child language development, bias in language models, and applications in healthcare and social science. He has developed data-driven models for parsing, dialogue systems, and automated measurement of language development. His work integrates machine learning, cognitive modeling, and interdisciplinary applications. The most recent publications reflect a strong trend toward neural models for parsing and language understanding, analysis of child language development using modern NLP techniques, exploration of bias and demographic factors in language models, and interdisciplinary work bridging neuroscience and computational linguistics. There is a clear progression from classical parsing methods to deep learning and broader cognitive and social implications of language technology. General Chair, 16th International Conference on Parsing Technologies (IWPT 2020) General Chair, 15th International Conference on Parsing Technologies (IWPT 2017) Secretary, ACL SIGPARSE (2020–present) Information Officer, ACL SIGPARSE (2005–2020) Associate Editor, ACM TALLIP (2015–present) Senior/Area Chair for ACL, NAACL, EMNLP, and others NSF Panel Member (2018, 2010) Kenji Sagae has advised numerous PhD and master’s students in linguistics and computer science, including Dian Yu, Zoey Liu, and Justin Garten. He has secured substantial research funding from NSF, ARO, DARPA, Google, and other agencies, supporting projects such as TrOnto (trustworthy scientific cyberspace), Soliloquy (dialogue agents), and models of human communication dynamics. His lab fosters interdisciplinary collaboration across computer science, psychology, and neuroscience. He runs the Computational Linguistics Laboratory at UC Davis, which focuses on developing and evaluating NLP systems for parsing, dialogue, language development, and social applications. The lab emphasizes both technical innovation and real-world impact, particularly in education, healthcare, and ethical AI.

Jeanne GodfreyView profile

Academic

• English for Academic Purposes
• Second Language Acquisition
• Academic Writing
• +7 more

Jeanne Godfrey is a Teaching Fellow at the School of Languages, Cultures and Societies, Faculty of Arts, Humanities and Cultures, University of Leeds. She is a prominent figure in English for Academic Purposes (EAP), with a focus on academic writing, second language acquisition, and academic literacy. She has held leadership roles including Head of Department, Principal Lecturer in Learning and Teaching, and Chair of BALEAP, and is a Fellow of the Higher Education Academy and Joint Editor of The Language Scholar . MA Linguistics, University of Reading (1989–1990) CELTA/ R.S.A Certificate TEFL BA Honours Social Anthropology and Sociolinguistics, University of Sussex (1982–1985) Her research centers on student academic writing, with a strong emphasis on creativity, originality, use of source material, academic integrity, vocabulary development, and student written voice and identity. She promotes pedagogical approaches that help students express their ideas clearly and confidently in academic contexts. The 15 most recent publications reflect a consistent focus on academic writing support, EAP pedagogy, and student learning. Her works span practical guides for students, scholarly chapters on writing across disciplines, and collaborative research models. These publications demonstrate a sustained commitment to enhancing academic literacy and writing development in higher education. Fellow of the Higher Education Academy Jeanne Godfrey has been actively involved in curriculum development, academic writing center leadership, and professional scholarship. She has delivered numerous invited talks and keynotes across the UK and internationally. While no formal PhD students are listed, her mentorship of educational practice and scholarly collaboration has significantly influenced EAP pedagogy. She has contributed to widening participation initiatives and interdisciplinary writing support programs. She played a pioneering role in establishing one of the first academic writing centers in a UK university, demonstrating her commitment to institutional support for student writing. Her work continues to shape EAP practices through publications, professional leadership, and educational innovation.

Rasha SolimanView profile

Professor

• Teaching Arabic as a Second Language
• Applied Linguistics
• Sociolinguistics
• +13 more

Professor Rasha Soliman is a Professor of Arabic Pedagogy and Linguistics and currently serves as Deputy Head of the School of Languages, Cultures and Societies at the University of Leeds. She has held various academic leadership roles, including UG Admissions Lead for Arabic, Islamic and Middle Eastern Studies, Lead for Equity, Diversity and Inclusion, and Director of the Leeds Centre for Excellence in Language Teaching. She earned her PhD in Arabic Applied Linguistics from the University of Leeds in 2015, an MA in Applied Linguistics from the University of Southern Queensland, and a Post-Graduate Certificate in Second Language Teaching from the same institution. PhD in Arabic Applied Linguistics – University of Leeds MA in Applied Linguistics – University of Southern Queensland, Australia Post-Graduate Certificate in Second Language Teaching – University of Southern Queensland Her research centers on Arabic Applied Linguistics, with a focus on diglossia, language variation, mutual intelligibility, and pedagogical approaches to teaching Arabic as a second language. She investigates how dialectal variation can be integrated into curricula, the cognitive role of speaking activities in grammar acquisition, and the application of the Common European Framework of Reference (CEFR) to Arabic language teaching. Her work emphasizes the need for cross-dialectal comprehension skills in learners. Her recent publications reflect a strong trend toward standardizing Arabic language education through CEFR alignment, improving grammar instruction via communicative methods, and enhancing learner comprehension through cognate recognition and dialectal awareness. She has pioneered research on integrating variation from beginner levels and developing a multi-dialectal vocabulary profile for Arabic. She has received research funding from the Qatar Foundation International and has published in journals such as the International Journal of Bilingual Education and Bilingualism , Critical Multilingualism Studies , and edited volumes on Arabic teaching. Her work has appeared in both English and Spanish, indicating international reach. External Examiner for University of Edinburgh, Goldsmiths, Nottingham Trent, Coventry, Cambridge, Manchester Metropolitan, and UNILANG Keynote speaker at the First Conference for The Spanish Association for Arabic Teachers, American University of Cairo, and UNESCO Arabic Language Day 2022 Organizer of international conferences on Arabic teaching in the UK and abroad She advises on academic programs and has contributed to national research initiatives, including a major British Council-commissioned study on Arabic teaching in UK schools. She supervises scholarly work through editorial roles, including the Leeds Language Scholar , and collaborates with researchers across the UK and internationally. Her professional memberships include BAAL, UCFL, and AULC, reflecting her engagement with language education communities. She leads a research agenda focused on creating a CEFR-aligned Arabic vocabulary profile and advancing multiglossic teaching models. She is actively involved in curriculum reform and teacher development, advocating for pedagogical innovation that reflects the real-world variability of Arabic.

• Special Education
• Applied Behavior Analysis
• Autism Spectrum Disorders
• +12 more

Dr. Kate Sadler is an Assistant Teaching Professor of Special Education and Director of the Graduate Program in Applied Behavior Analysis at the University of Missouri's College of Education & Human Development. She is a Board Certified Behavior Analyst (BCBA-D), Licensed Behavior Analyst, and certified Early Childhood and Special Education Teacher with over 25 years of experience in the field. Her educational background includes a PhD in Special Education with an emphasis in autism spectrum disorders and cognitive psychology from the University of Missouri, followed by a postdoctoral research fellowship at the Curry School of Education, University of Virginia. Dr. Sadler’s research and professional work focus on culturally responsive and inclusive behavior analytic practices, particularly for individuals with neurodevelopmental disabilities and autism spectrum disorders across the lifespan. Key areas include functional analysis, communication training for adults with ASD, video modeling, self-advocacy, and evidence-based interventions in early identification, transition, and vocational services. Though no specific publications or research awards are listed in the provided text, her expertise informs training, supervision, and program development in applied behavior analysis. She has led initiatives in nonprofit and private program settings, emphasizing staff mentoring and evidence-based service delivery. Dr. Sadler is deeply committed to equity and inclusion in special education and behavior analysis, with a strong emphasis on lifespan support for individuals with emotional, behavioral, and neurodevelopmental challenges. She leads the graduate ABA program, shaping future behavior analysts through comprehensive, practice-oriented education.

• Early Childhood Education
• Emergent Literacy
• Play Theory
• +12 more

Lynn E. Cohen is a Professor in the Department of Teaching and Literacy at Long Island University Post, within the College of Education, Information and Technology. She teaches across undergraduate, master’s, and doctoral programs and is deeply engaged in research, mentorship, university-school partnerships, and professional service. Her academic journey includes a B.S. from SUNY New Paltz, an M.S. from Johns Hopkins University, and a Ph.D. from Fordham University, along with specialized certifications in educational leadership and early childhood technology from Tufts University. Dr. Cohen's research centers on early childhood education, with a focus on emergent literacy, play, language development, dual language learners, and technology integration. She employs sociological and philosophical lenses—particularly the work of Mikhail Bakhtin—to examine children’s discourse, social interactions, and identity formation in diverse educational and peer contexts. Her scholarship emphasizes equity, cultural responsiveness, and the transformative potential of play in learning. Her recent publications reflect a strong trend toward interdisciplinary and innovative approaches, including computational thinking in early education, intergenerational play, block play as a vehicle for spatial language, and dialogic reading strategies. These works span developmental, sociocultural, and critical perspectives, often bridging theory and practice in early childhood settings. David Newton Award for Excellence in Teaching – Long Island University/Post (March 2017) Service Award - National Association for the Education of Young Children’s Play, Policy, Practice Interest Forum (November 2015) Patricia Nourot Award, National Association for the Education of Young Children (November 2012) Dr. Cohen has been actively involved in mentoring emerging scholars, securing research grants, and contributing to national discourse through presentations at major conferences like AERA, NAEYC, and the Association for the Study of Play. Her grant-funded projects have explored bilingual fairy tales, dialogic reading, technology-based numeracy, and the implementation of the Tools of the Mind curriculum. She also serves on editorial boards for the Dialogic Pedagogy Journal and the International Journal of Early Childhood Education , and holds leadership roles in professional organizations, underscoring her commitment to advancing the field through collaboration and service. She is affiliated with several research initiatives and professional networks, including the Play, Policy, Practice Interest Forum of NAEYC, the Association for the Study of Play, and the American Educational Research Association. Her work continues to influence both academic scholarship and practical applications in early childhood classrooms.