Find Academic Supervisors

• Machine Learning
• Data Mining
• Computer Vision
• +7 more

Guansong PANG is a full-time Assistant Professor at the School of Computing and Information Systems , Singapore Management University (SMU) , where he leads the Machine Learning & Applications (MaLA) Lab . He holds a PhD from University of Technology Sydney (2019) and has previously served as a Research Fellow at the Australian Institute for Machine Learning , University of Adelaide. Research Interests : His work centers on machine learning and data mining , particularly focusing on anomaly detection , open-world learning , and foundation models for graphs, time series, and tabular data. He investigates security and safety in foundation models , including hallucination mitigation and AI-generated content detection , with applications spanning network intrusion detection , fraud detection , industrial defect detection , and biometric anti-spoofing . Recent Awards : Lee Kong Chian Fellowship (2024-2026) World's Top 2% Scientists (2022-2024) DSAA 2023 Best Paper Award (Applications Track) Most Influential KDD 2023 Paper Professional Roles : Area Chair for NeurIPS, ICLR, ICML, CVPR, KDD, PAKDD, IJCAI, and AAAI; Associate Editor for IEEE Transactions on Neural Networks and Learning Systems and Pattern Recognition ; Editorial Board member for IEEE Intelligent Systems and International Journal of Data Science and Analytics .

Scott ThrelfallView profile

Academic

• Reflective Practice
• Teacher Education
• Pedagogy
• +3 more

Dr Scott Threlfall is an Assistant Professor/Senior Lecturer at the University of Bolton , currently serving as Programme Leader for six Master's in Education pathways since 2019. He leads national and international academic networks focused on teaching, learning, and scholarly activities. PhD in Education (2024) MEd in Professional Practice in Higher Education (2012) PgDip in Professional Practice in Higher Education (2011) PGCE (2010) BSc (Hons) in Sport & Exercise Science (2004) Scott's research focuses on reflective practice , teacher noticing , and autoethnography . His work explores using video observation technology to enhance trainee teachers' reflective skills and pedagogical practices in the FE and Skills Sector. Recent publications analyze frameworks for teacher noticing, reflective assessment tools, and instructional design principles. He employs a humanistic leadership style , emphasizing coaching and mentoring to empower teams. Scott also acts as a peer reviewer for three international journals, contributing to academic rigor in educational research.

Marlene WagnerView profile

Researcher

• Educational Technology
• Digital Learning
• Teacher Education
• +7 more

Dr. Marlene Wagner is a Research Associate at the Center for Digitalization in Lifelong Learning at the University of Continuing Education Krems, Austria. She is actively engaged in research on digital transformation in education, with a focus on teacher training, hybrid learning environments, and pedagogical digital competence. Her work is supported by EU and public funding agencies, and she leads key research projects in the field of educational technology. Her research interests center on educational technology , digital learning , teacher education , and learning design . She investigates how digital tools and innovative instructional models—such as flipped and hybrid classrooms—impact teaching effectiveness and student outcomes. Her work also explores AI-driven feedback systems and the transfer of training in continuing education contexts. The recent publications of Dr. Wagner reflect a strong trend in technology-enhanced learning , with emphasis on teacher support , student engagement , and instructional effectiveness . Her research spans both K–12 and higher education, utilizing mixed-methods, meta-analytic, and experimental designs. Key themes include TPACK development, social presence in hybrid settings, and the role of AI in improving learning design quality. Dr. Wagner has not been listed with any scientific awards in the provided text. She collaborates extensively on research projects and contributes to academic discourse through publications and conference presentations. Although her advisory roles are not specified, her leadership in funded projects indicates active involvement in research teams and academic mentoring. Current grants include EU-funded initiatives on teacher training and hybrid learning spaces in schools. She is affiliated with the Center for Digitalization in Lifelong Learning, a research unit focused on innovation in educational practices through digital tools and evidence-based strategies. The center supports interdisciplinary research and contributes to policy development in digital education.

Sandra SwensonView profile

Lecturer

• Science Education
• Geoscience Education
• Environmental Science
• +7 more

Sandra Swenson is a Lecturer, Curriculum Coordinator, and Academic Advisor in the Department of Sciences at John Jay College, CUNY. She is also the Principal Investigator for the Environmental Science Laboratory and co-coordinates the Environmental Justice Minor. Her work integrates science education, curriculum development, and student engagement in environmental and earth sciences. Education: EdD in Geoscience Education, Columbia University Teachers College, 2010 EdM in Technology Education, Columbia University Teachers College, 1989 BS in Natural Science and Science Education, Northeastern University, 1983 Dr. Swenson's research centers on how students, especially non-science majors, understand and interpret scientific data visualizations such as topographic and bathymetric maps. Her expertise lies in developing research-based pedagogical strategies to improve data literacy in undergraduate science education. She has designed curricula for general education science courses and integrates active learning, technology, and collaborative methods in her teaching. Her work is particularly focused on urban public college settings, aiming to enhance science learning among diverse student populations. Her recent publications show a consistent focus on data interpretation, visualization tools, and innovative teaching methods in science education. From web-based learning modules like the Earth Exploration Toolbook to peer-reviewed studies on video tutorials and data heuristics, her work bridges educational theory and practical classroom application. The research spans disciplines including geoscience, chemistry, and environmental science, with a strong emphasis on pedagogical innovation. Scientific Awards and Grants: National Science Foundation grant ($150,101) as PI for 'A Multi-tiered Approach to Undergraduate Science Learning in an Urban Public College' (2013–2015) Dr. Swenson has advised students in Forensic Science and contributes to curriculum administration for adjunct faculty in the sciences. She has not published a list of advisees, but her role as Academic Advisor and PI indicates active mentorship and leadership. She is deeply involved in professional development and scholarly dissemination through memberships in NSTA, NAGT, NARST, and AAAS. She leads the Environmental Science Laboratory at John Jay College, where she implements and researches innovative teaching practices. Her lab serves as a hub for curriculum development, pedagogical experimentation, and student engagement in environmental science topics, particularly sustainability and urban ecology.

• Organizational Theory
• Paradox Theory
• Institutional Logics
• +5 more

Patrick Le is an Associate Professor of Management at NEOMA Business School, with a PhD from HEC Paris. He teaches courses in management, negotiation, conflict resolution, leadership, human resources, and organizational behavior. PhD from HEC Paris Former management consultant His research focuses on organizational paradoxes , institutional logics , and identity construction , with methodological emphasis on ethnographic and theoretical frameworks. Recent publications analyze: Paradox persistence in the US coffee industry (2024, Business History) Digital identity formation on Twitter (2023, Organization Studies) Pandemic crisis improvisation (2023, Management Learning) He actively participates in international conferences like Academy of Management and EGOS, contributing to discussions on paradoxical demands and organizational resilience.

Katalin TókosView profile

Assistant Professor

• Teacher Education
• Educational Policy
• Professional Development
• +3 more

Katalin Tókos is an Assistant Professor at the Institute of Education, Eötvös Loránd University (ELTE). She serves as a lecturer and a member of the Teacher Training Committee. Her research focuses on teacher education, professional development, classroom environments, and educational policy. She leads the 'School Organization, Teacher Education and Professional Learning Research Group.' Her research emphasizes complex aspects of teacher professionalization, innovative methodologies for educational practices, and systemic challenges in teacher training. Notable themes include pedagogical identity construction, classroom learning environment analysis, and dropout prevention strategies. Her work spans a decade, with publications addressing teacher candidate development, mentoring in disadvantaged regions, and collaborative learning initiatives. She contributes to national educational programs like the 'Tanítsunk Magyarországért' program, emphasizing program effectiveness and knowledge-sharing mechanisms. Professional activities include curriculum design, educational policy analysis, and research on continuous professional growth frameworks. Her contributions highlight both theoretical and practical dimensions of education systems in Hungary and beyond.

Lorraine D. HigginsView profile

Teaching Professor

• Rhetoric
• Composition
• Writing Across the Curriculum
• +7 more

Lorraine D. Higgins is a Teaching Professor in the Department of Integrative and Global Studies at Worcester Polytechnic Institute (WPI), part of The Global School. She plays a central role in WPI’s renowned project-based learning framework, particularly through her co-directorship of the Melbourne, Australia Project Center, where students conduct Interactive Qualifying Projects (IQPs) addressing real-world challenges at the intersection of science, technology, and society. BA, Carnegie Mellon University, 1985 MA, Carnegie Mellon University PhD, Carnegie Mellon University, 1992 Her research and teaching focus on rhetoric and composition, emphasizing writing as a form of inquiry, problem-solving, and critical engagement. She advocates for writing not merely as expression but as a method to generate and test ideas through dialogue with readers and communities. Her interests span writing across the curriculum, medical communication, and community literacy, often involving interdisciplinary collaboration and ethical research practices. The publications she has authored or co-authored reflect a deep commitment to understanding how individuals and groups use writing to navigate complex social issues—from welfare policy to environmental sustainability. Her work shows a consistent trend toward fostering intellectual rigor, intercultural understanding, and civic responsibility in student learning. Co-author of Learning to Rival: A Literate Practice for Intercultural Inquiry (2000) Published in College Composition and Communication and other leading journals Focus on empowering marginalized voices through narrative and argument Higgins mentors students through immersive, globally situated projects that demand teamwork, ethical sensitivity, and professional communication. She prepares students in social science methodologies, project management, and multimedia storytelling, enabling them to produce impactful deliverables such as reports, videos, and podcasts. As co-director of the Melbourne Project Center, she builds and sustains long-term partnerships with organizations working in mental health, environmental protection, and community services. These collaborations often result in sustained knowledge building across multiple student teams and tangible benefits for partner organizations, including network expansion and improved internal processes. She works closely with the WPI Global Lab to support students in developing technical and narrative skills for global engagement. Her leadership emphasizes student autonomy, ethical research (including IRB compliance), and real-world impact, reinforcing WPI’s mission of educating technological leaders who contribute meaningfully to society.

Alan WilliamsView profile

Professor

• Health Education
• Online Learning
• Educational Technology
• +7 more

Dr. Alan Williams is an Academic Lead at the University of Derby, specifically within the School of Nursing and Midwifery, part of the College of Health, Psychology and Social Care. He leads the Doctorate in Health and Social Care Practice (DPrac), a fully online professional doctorate attracting global students. With a background as a Registered Nurse since 1988, he transitioned to academia in 2006, previously serving at the University of Nottingham before joining Derby in 2019. Education: Doctorate in Health Sciences, University of Nottingham (2018) PGCHE, University of Nottingham (2009) MSc Health Studies, University of Birmingham (2004) BA Accountancy, Abertay University (1984) Registered Nurse (Adult and Mental Health), 1988 Senior Fellow, Advance HE (2020) His research interests focus on educational technology in health professions, particularly the design and effectiveness of student- and tutor-generated online learning resources, resuscitation education, and the future of digital pedagogy (Education 4.0). His work bridges clinical practice and academic innovation, emphasizing experiential and technology-enhanced learning. His recent publications and conference presentations reveal a strong trend in online learning, especially during and post-pandemic, with themes around virtual collaboration, mental wellbeing of educators, and the transformation of healthcare education through digital tools. His scholarship increasingly explores how digital environments shape learning design and academic resilience. Scientific Awards and Recognition: Travel Bursary from CPRO (2002) Nurse Education in Practice Reviewer of the Month (2018) Alan Williams advises doctoral students through the DPrac programme and has contributed to curriculum development, validation, and quality assurance at national and institutional levels. He has served as an External Examiner at Sheffield, Surrey, and Staffordshire Universities and participated in University of Nottingham’s NMC Approval Panel. He has not explicitly mentioned grant funding, but his involvement in national educational initiatives and conference leadership (e.g., Co-Chair of ALT Conferences) indicates significant scholarly engagement. He is actively involved in professional bodies including the Resuscitation Council UK (Executive Committee member since 2021), Advance HE, Association for Learning Technology, and Royal College of Nursing. His work with the Resuscitation Council UK spans over 25 years as an ALS and paediatric instructor, influencing national training standards and future educators.

Alexandra Branzan AlbuView profile

Professor

• Computer Vision
• Pattern Recognition
• Machine Learning
• +6 more

Dr. Alexandra Branzan Albu is a Professor in the Department of Electrical and Computer Engineering at the University of Victoria. She holds additional roles as Program Director for the Electrical Engineering program and Chair of the Academic Women Caucus. Her research focuses on computer vision applications in environmental monitoring, medical imaging, and document analysis. She earned her BSc, MSc, and PhD from the University of Bucharest and is a Professional Engineer (PEng). Education: BSc in Electrical Engineering MSc in Electrical Engineering PhD in Electrical Engineering Research Interests: Computer vision for underwater environmental monitoring (collaborations with ASL Environmental Sciences, Ocean Networks Canada) Medical imaging analysis and bioprosthetic heart valve durability assessment Document image retrieval and segmentation (e.g., mixed-media documents, business forms) Deep learning architectures for low-light image enhancement and anomaly detection Teaching Approach: Emphasizes problem-based learning and experiential education through hands-on projects. Courses include Computer Vision (ECE471/536) and Medical Image Processing (ECE435/BME403). Published pedagogical research explores societal impacts of technology and critical thinking development in STEM education. Labs & Collaborations: Active partnerships with industry (Cascadia Seaweed, VIVITRO Labs, SAP Canada) Leadership in underwater image analysis projects using Ocean Networks Canada's observatory data Development of Imageria outreach initiatives to increase women's participation in engineering

Joyce BierboomsView profile

Researcher

• Mental Health Care
• E-mental Health
• Digital Mental Health
• +3 more

Joyce Bierbooms is a Researcher and Senior Researcher at Tilburg University, affiliated with the Tilburg School of Social and Behavioral Sciences and the Tranzo department. She leads the Program on Technological and Social Innovation for Mental Health and focuses on Digitalization and Society. Her work emphasizes integrating technology into mental healthcare, particularly through e-mental health solutions and professional training. Her research interests include mental health care transformation, digital mental health adoption, and healthcare innovation. She has conducted studies on the impact of technologies like serious gaming (escape rooms) and video conferencing on mental health professionals' skills and patient care. Her work also explores organizational flexibility and peer-supported open dialogue in healthcare settings. Bierbooms has published extensively since 2008, with notable contributions on the role of capital in digital health equity, post-pandemic healthcare models, and team-based flexibility programs. Her research often combines qualitative and quantitative methods, such as surveys and co-design approaches. Professional activities include presentations on digital health technology adoption and participatory design of training tools. She collaborates across disciplines and institutions to address gaps in mental healthcare delivery and workforce development.

• Science Teacher Preparation
• STEM Education
• Nature of Science and Engineering
• +3 more

Dr. Joanne Olson is a Professor in the Department of Teaching, Learning & Culture at Texas A&M University's College of Education and Human Development. She specializes in science education with a focus on teacher preparation, STEM integration, and the philosophical foundations of education. Formerly President of the Association for Science Teacher Education (2014-2015), she has led national initiatives to improve science teaching practices. Her research emphasizes engineering in elementary curricula, nature of science/engineering education, and the role of informal support networks in teacher development. Education & Professional Background: A former elementary and middle school science teacher from Los Angeles, Dr. Olson holds advanced degrees in science education. She has served as Principal Investigator (PI) and Co-Principal Investigator (Co-PI) on major NSF-funded projects, including a $4.5M initiative exploring triad teaching structures with engineering graduate students in elementary classrooms. Research Contributions: Her work spans over 30 years, producing influential studies on teacher professional development, STEM integration challenges, and the cognitive connections between science and engineering. Notable projects include analyzing teacher representations of engineering processes and evaluating robotics-based interventions for student motivation. Awards & Recognition: Awarded the NARST Outstanding Paper Award (2020) and ASTE's Outstanding Science Teacher Educator of the Year (year not specified), her honors reflect her impact on both research and practice. Recent recognitions include the 2021 Implications of Research for Educational Practice Award and 2020 Outstanding New Faculty Award from TAMU. Grants & Leadership: Has secured federal funding through NSF and US Department of Education grants, including a current NSF project (2020-2023) on computational learning in grades 5-6. She has held leadership roles such as Conference Chair for ASTE's annual meeting (2017) and continues advocating for evidence-based teaching practices through collaborative initiatives.

Julia WarmdtView profile

Researcher

• Inclusive Education
• Digital Storytelling in Education
• Special Needs Education
• +3 more

Julia Warmdt is a Researcher at the Chair of Primary School Pedagogy and Primary School Didactics at the University of Würzburg, within the Faculty of Human Sciences. Her work focuses on inclusive education, digital media integration in language acquisition, and heterogeneous learning environments. She holds a Master’s degree (1. Staatsexamen) in Special Education (2018) and completed her second teaching qualification (2. Staatsexamen) for Special Education schools in 2020. Since 2024, she has been a core member of the research team, contributing to projects like CoTeach-AP4 and developing digital resources such as the 'winBooks' for inclusive primary classrooms. Her research emphasizes cognitive activation, digital storytelling, and teacher professionalization in inclusive settings. She actively participates in international conferences and publishes in peer-reviewed journals like Research in Developmental Disabilities and Zeitschrift für Grundschulforschung . Education: 2013–2018: Studium des Lehramts für Sonderpädagogik (University of Würzburg) 2020: 2. Staatsexamen für das Lehramt an Förderschulen Research Interests: Inclusive education strategies for primary schools Digital storytelling as a tool for cognitive activation Teacher training for digital and inclusive pedagogy Analysis of heterogeneous learning environments Recent publications highlight her work on digital tools in inclusive classrooms, such as winBooks , and the role of cognitive activation in fostering student participation. She collaborates with institutions like the University of Würzburg’s Lehrstuhl für Pädagogik bei geistiger Behinderung and presents findings at conferences like EARLI and ECER. Her professional memberships include the DGfE’s sections for School Pedagogy and Special Education. Consultation and grants: While specific grant details are not listed, her active participation in projects like CoTeach-AP4 and workshop leadership indicate involvement in funded initiatives. She has delivered over 15 presentations and workshops, focusing on digital pedagogy and inclusive teaching methods. Labs/Teams: Core member of the Chair of Primary School Pedagogy and Didactics research group, contributing to the winBooks project and the CoTeach consortium for teacher education.

Cheri BergeronView profile

Lecturer

• Accounting
• Taxation
• Federal Taxation
• +6 more

Cheri Bergeron is an Instructor of Accounting at the Else School of Management, Millsaps College, where she teaches undergraduate courses in accounting and taxation. She brings extensive professional experience from Arthur Andersen LLP and Telapex Inc. into her classroom, enhancing student learning through real-world applications. Education: Bachelor of Business Administration in Accounting, Millsaps College Master of Accountancy, Millsaps College Teaching and Research Interests: Cheri specializes in federal and multistate taxation, financial and managerial accounting. Her passion for instructional technology drives innovative teaching methods, including the use of YouTube videos and community-based learning via the Volunteer Income Tax Assistance (VITA) program, where students prepare tax returns for underserved populations. Professional Recognition: Certified Public Accountant (CPA) Teaching and Community Engagement: She integrates her professional background in public accounting and corporate taxation into dynamic classroom experiences. Her use of pop-up camper stories and digital content makes learning engaging. She actively mentors students through experiential programs, though no formal graduate advisees are listed. Labs and Teaching Initiatives: Cheri leads student participation in the VITA program, which functions as a practical tax preparation lab, providing students with hands-on experience in individual income tax filing while serving the community.

Jennifer HeppsView profile

Senior Lecturer

• Transitions-of-Care
• Patient-and-Family-Centered Care
• Patient Safety
• +3 more

Jennifer Hepps MD is a faculty member at Uniformed Services University of the Health Sciences, serving as Program Director for the NCC Pediatrics Residency within the School of Medicine. With academic appointments in Pediatrics, her work focuses on Transitions-of-Care , Patient-and-Family-Centered Care , and Health Systems Science with emphasis on Quality Improvement and Simulation-based Education . Education: B.A. in Cognitive Neuroscience from Harvard University Harris Fellowship in Child Development at Yale University M.D. from University of Pennsylvania School of Medicine Her research examines systematic approaches to healthcare transitions, with particular attention to family engagement in safety monitoring and simulation-based training methodologies. Through the I-PASS Study Group, she has developed standardized handoff protocols and educational materials now widely implemented across residency programs. Recent publications demonstrate methodological diversity across Patient Safety , Medical Education , and Clinical Workflow Optimization . Collaborations with major institutions have produced training frameworks for frontline providers and faculty mentors. As a key contributor to the Patient and Family-Centered I-PASS SCORE Program, Dr. Hepps advances co-production models in healthcare education. Her work appears in journals such as New England Journal of Medicine , Academic Medicine , and Pediatrics .

Allison GoeddeView profile

Teaching Professor

• Educational Technology
• Active Learning
• Blended Learning
• +3 more

Allison Goedde serves as a Teaching Professor at Bowling Green State University within the College of Education & Human Development, specifically affiliated with the School of Inclusive Teacher Education. She has maintained continuous faculty service since 2004, contributing to both undergraduate and graduate teacher preparation programs through course instruction and professional development initiatives. Her academic preparation includes: Ed.D. in Educational Administration & Supervision from Bowling Green State University (2006) M.A. in Educational Technology from the University of Findlay (1997) B.A. in Adapted Physical Education & Exercise Science from the University of Toledo (1990) Dr. Goedde specializes in the integration of educational technology within active learning environments, with particular expertise in designing online and blended professional development for educators. Her scholarly focus examines how perceptions of active and blended learning environments influence the development of higher-order thinking skills across K-16 educational settings, emphasizing practical applications for classroom implementation. Analysis of her 2012-2013 publications and presentations reveals consistent thematic concentration on technology leadership in educational contexts. Key scholarly trends include management strategies for 1:1 device classrooms, cloud-based learning environment design, and STEM integration through initiatives like the Video Game Challenge. Her work demonstrates a strong practitioner orientation, bridging theoretical research with actionable frameworks for teacher professional development and student engagement. No scientific awards or major honors are documented in the current professional profile. While Dr. Goedde actively participates in Student Teacher Capstone Days and delivers professional development for school districts like St. John's Jesuit, specific details regarding graduate student advising or externally funded research grants are not provided in available materials. Her service contributions include conference presentations at the Ohio Educational Technology Conference and media collaborations with WBGU/PBS. The professional profile does not reference any dedicated research laboratories, specialized teams, or ongoing collaborative research groups associated with Dr. Goedde's current academic work.