Virtual Coaching Systems Professors and Supervisors | ApplySharif

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Deborah RichardsView profile

Professor

Macquarie UniversityAustralia

Deborah Richards is a Professor in the School of Computing at Macquarie University, affiliated with the Ethics and Agency Research Centre, Performance and Expertise Research Centre, and Frontier AI Research Centre. She holds roles as Industry and External Relations Director for the School and Director of the Virtual Reality Lab. Her research focuses on Intelligent Virtual Agents, Virtual Reality applications in education and health, knowledge acquisition, and cybersecurity ethics. She has authored over 425 publications and led 19 research projects, including studies on AI in healthcare and ethical AI design. Education: PhD (Artificial Intelligence, Macquarie University), MAppSc (Information Studies), BBus (Computing and MIS), and a Postgraduate Certificate in Higher Education (Leadership and Management). She advises on PhD and MRes students in Intelligent Virtual Agents research. Research interests include virtual agents for health behavior change, AI ethics, and educational technology. Notable projects include the eADVICE web-based management system for urinary incontinence and the development of embodied conversational agents for wellbeing support. Awards include the ABC Science Media Fellowship (2005) and Vice-Chancellor’s Citations for Outstanding Contributions to Student Learning (2017). Grants and collaborations span health informatics, cybersecurity, and AI ethics. She co-leads initiatives like the Respectful Maternity Care study and the Virtual Reality Lab’s immersive learning environments. Future work emphasizes ethical AI integration in education and healthcare.

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Ben ClarkeView profile

Professor

University of OregonUnited States

Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.

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Yu-Ting LinView profile

Senior Lecturer

University of New South WalesAustralia

Dr. Yu-Ting Lin is a Senior Lecturer and Postgraduate Research Coordinator at the School of Marketing, The University of New South Wales (UNSW) . With a PhD in Marketing from Imperial College London , an MS in Management Information Systems from National Chengchi University , and a BBA in Management Information Systems from National Chiayi University , she bridges human-computer interaction and digital marketing through innovative research. Education: BBA, National Chiayi University MS, National Chengchi University PhD, Imperial College London Her research focuses on the intersection of digital technology and consumer behavior , particularly in emotional ad design , immersive media , and real-time marketing . She also explores mHealth applications for behavioral change. Dr. Lin’s work spans Journal of Marketing , Journal of Service Research , and other high-impact venues. Her recent Google Scholar publications highlight themes in branding psychology , digital interventions , and user experience analytics . Scientific Awards: 2024 ANZMAC Best Paper in Track Artificial Intelligence and Innovation 2024 Research Impact Award, UNSW Business School 2024 Research Supervisor Award, UNSW 2022 Dean's Research Fellowship, UNSW Business School 2021 Research Excellence Award – Early Career Researcher, UNSW Business School 2021 AMA TechSIG Lazaridis Prize for Best Paper on Marketing Innovation 2020 Finalist MSI Paul Root Award 2019 Technologies Incubation Scholarship, MOE (Taiwan) 2018 Case Centre Fellowship, Imperial College Business School 2017 Tutorial Fellowship, Imperial College Business School Dr. Lin’s grants include over AUD 400,000 in funding from ARC Discovery Projects , Australian Marketing Institute , and Taiwanese Overseas Pioneers Grant . She contributes to the Media Engagement and Analytics Lab (MEAL) at UNSW Business School.

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Minh Hue NguyenView profile

Senior Lecturer

Monash UniversityAustralia

Minh Hue Nguyen is a Senior Lecturer in EAL/TESOL Teacher Education at Monash University's School of Curriculum, Teaching and Inclusive Education within the Faculty of Education. She holds a PhD in Education (TESOL focused) from Monash University and has taught at Vietnam National University, Deakin University, and the University of Melbourne. Her educational background includes: PhD in Education (TESOL focused), Monash University (2015) MA in Applied Linguistics, Victoria University of Wellington (2008) BA in English Language Teaching, Vietnam National University (2003) Nguyen's research centers on teachers' professional learning, curriculum, and pedagogy in TESOL and EAL contexts, with specific focus on emotional experiences, identity development, mentoring, agency, and collaboration. She explores sociocultural contexts of teacher development through activity theory and sociocultural perspectives, examining how institutions support teachers' learning journeys from preservice to in-service stages. Recent work investigates professional learning for teacher educators and implementation of the Victorian EAL Curriculum. Her 15 most recent publications (2024-2025) reveal a strong thematic focus on language teacher agency, identity negotiation, and multilingual pedagogies. The research increasingly examines emotional dimensions of teaching, cross-cultural identity tensions, and collaborative models between EAL and content teachers, with significant contributions to understanding how teachers navigate complex educational contexts while developing professional identities. Her scientific recognition includes: Penny McKay Award Special Commendation Monash Education Research Community's Publication Award ATEA/Kay Martinez Award for Best Paper Monash Dean of Education’s ECR Project Award Advancing Women's Research Success Grant Vietnamese Government Merit-based Scholarships Nguyen actively supervises PhD research in TESOL teacher professional learning, teacher identity, and curriculum development, though is currently unavailable for new PhD students until 2027. She contributes to editorial boards for Teaching and Teacher Education, Second Language Teacher Education, and System journals, and serves on the Australian Teacher Education Association. Her work supports UN Sustainable Development Goal 4 (Quality Education) through inclusive pedagogical frameworks. She leads research projects including 'Elucidating practices to assist EAL learners to acquire specialised science vocabulary' and 'Establishing an online community-of-practice model for learner agency during work placements,' demonstrating commitment to practical educational innovations.

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Chien-Ming HuangView profile

Assistant Professor

Johns Hopkins UniversityUnited States

Dr. Chien-Ming Huang is the John C. Malone Assistant Professor in the Department of Computer Science at Johns Hopkins University. He leads the Intuitive Computing Laboratory and is affiliated with the Malone Center for Engineering in Healthcare, Laboratory for Computational Sensing and Robotics, Institute for Assured Autonomy, and Data Science and AI Institute. His research focuses on human-robot interaction, human-computer interaction, and artificial intelligence applications in healthcare and education. BS in Computer Science, National Chiao Tung University (2006) MS in Computer Science, Georgia Institute of Technology (2010) PhD in Computer Science, University of Wisconsin–Madison (2015) Postdoctoral Research, Yale University (2015-2017) Dr. Huang's work bridges human-robot interaction, robotics, and AI to develop technologies that enhance social, physical, and behavioral support for diverse populations. His research includes adaptive robot systems for autism intervention, aging care technologies, and explainable AI frameworks for medical decision support. Current projects focus on end-user robot programming, socially aware navigation, and conversational agents for health management. His publications span major venues like Science Robotics , HRI, CHI, and ICRA, with recent emphasis on robot error awareness, small talk in collaboration, and AI explanation design for healthcare. Dr. Huang has received numerous accolades including the NSF CAREER Award and John C. Malone Endowed Chair. 2022 NSF CAREER Award John C. Malone Endowed Chair 2013 RSS Best Paper Runner-Up 2012 Human-Robot Interaction Pioneer Dr. Huang mentors PhD, postdoctoral, and undergraduate researchers, emphasizing interdisciplinary collaboration and technical rigor. He serves as Associate Editor for ACM Transactions on Human-Robot Interaction and has organized key conferences including HRI and ICMI. His lab develops systems for robotic assistance in surgical training, home healthcare, and educational contexts.

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Gavin SchwarzView profile

Professor

University of New South WalesAustralia

Gavin Schwarz is a Professor and Head of School at the School of Management and Governance within the UNSW Business School . He specializes in organizational change , organizational failure and inertia , and the dynamics of virtual teams , with a focus on how organizations fail during change processes and how to develop applied strategies for change management . His work spans diverse sectors including healthcare, technology, and education, with publications in leading journals such as Academy of Management Learning and Education and Administrative Science Quarterly . Education : PhD in Management (University of Queensland), MPhil (Hons) in Management (University of Auckland), BA in Management and English (University of Auckland). Grants : 2020 Brock University grant for "University communication in times of COVID-19" , 2020 UNSW Medicine grant for "Translation and change: Embedding effective change management in health" , and earlier Australian Research Council and Gordon J. Samuels Fellowship awards. His research explores the development of knowledge in organizational theories , with an emphasis on collective responses to change , HR management during crises , and technology strategy . He has contributed to understanding organizational communication , team innovation , and structural inertia . His 15 most recent publications cover topics from AI’s role in organizational change to pandemic-driven research adaptation, with keywords spanning management science , behavioral economics , and digital transformation . Scientific Awards 2021-2023 : Outstanding Reviewer Awards (Academy of Management Review) 2017-2020 : Best Reviewer Awards (Journal of Organizational Behavior) 2019, 2013, 2011 : Best Paper Finalist/Awardee (Academy of Management divisions) 2007, 2006 : Editorial Board Excellence (Academy of Management Journal) and Gordon J. Samuels Fellowship As an active supervisor in organizational change and HR development , his work supports healthcare innovation and digital transformation. He serves as Editor-in-Chief for the Journal of Applied Behavioral Science and is on the editorial boards of Academy of Management Review , Journal of Management , and Journal of Organizational Behavior . Contact: g.schwarz@unsw.edu.au

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Reza TaheriView profile

Professor

Chapman UniversityUnited States

Reza Taheri is a Professor and Senior Associate Dean of Pharmacy Education at Chapman University School of Pharmacy. His expertise spans leadership development, curriculum design, strategic planning, and programmatic accreditation in pharmacy education. Previously, he served as Chief Strategy Officer at RxPrep Inc., founding Associate Dean at West Coast University, and held faculty and leadership roles at Western University of Health Sciences and Loma Linda University School of Pharmacy. Education: Doctor of Pharmacy (University of Minnesota), Executive MBA (University of Southern California) Current Role: Department of Pharmacy Practice, Chapman University His research focuses on pharmacy education , emphasizing emotional intelligence coaching , interprofessional collaboration , and virtual learning modalities . Recent studies examine mock-trial simulations for teaching-assessment, supplemental instruction efficacy, and interprofessional virtual simulations for leadership and patient advocacy. Publications highlight technology integration in pharmacy curricula and resilience measurement in educational contexts. Taheri collaborates extensively on interprofessional education (IPE) interventions, analyzing their impact on patient outcomes like length of stay , medical errors , and mortality . He is a certified Emotional Intelligence Coach and trainer with Crucial Learning and The Table Group.

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Omobolanle OgunseijuView profile

Assistant Professor

Georgia Institute of TechnologyUnited States

Omobolanle Ogunseiju is an Assistant Professor in the School of Building Construction at Georgia Institute of Technology . She holds a Ph.D. in Environmental Design and Planning from the Department of Building Construction at Virginia Tech. Education: Ph.D. in Environmental Design and Planning, Virginia Tech Current Role: Assistant Professor, Georgia Tech School of Building Construction Her research focuses on integrating wearable robotics and Artificial Intelligence (via digital twin , cyber-physical systems , and data sensing ) to improve construction workforce safety, health, and well-being . She explores ethical implications of automation in construction, particularly in human-technological dynamics. Key research trends include: Advancing smart communities through robotics and AI Exoskeleton evaluation for ergonomic risk reduction Mixed reality environments for construction education Data analytics for cognitive and physical risk assessment Professional identity development in construction engineering students Industry-academia alignment for sensing technology integration Scientific awards: Outstanding Doctoral Candidate, Myers-Lawson School of Construction Outstanding Doctoral Student, College of Architecture and Urban Studies at Virginia Tech Teaching philosophy emphasizes experiential learning , engagement techniques , and hierarchical assessments . She developed the Construction Cost Management course at Georgia Tech and will lead Construction Technology courses. Previously, she taught Smart Construction , Building Systems Technology , and Wireless Sensing in Construction Management at Virginia Tech.

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Linda D. GroomsView profile

Professor

Regent UniversityUnited States

Dr. Linda D. Grooms is a Professor of Educational Leadership at Regent University's School of Business and Leadership. With over three decades of experience, she specializes in integrating faith-based principles into educational systems. Her leadership spans university teaching, international training, and longitudinal research in online pedagogy, computer-mediated communication, and virtual leadership development. Education: BM in Music Theory, Furman University (1976) MA in Educational Administration, Regent University (1984) Certificate of Advanced Graduate Studies & PhD in Organizational Leadership, Regent University (1997 & 2000) Research Interests: Dr. Grooms focuses on distance learning innovation, constructivist online education models, leadership resilience in cross-cultural contexts, and the intersection of ethical leadership with educational equity. Her work emphasizes leveraging technology to democratize education and foster global leadership. Awards & Grants: Regent Professor of the Year (2015-16) Recipient of multiple faculty research grants Certified Master Instructor (2003) Over $15,000 in external grants for educational initiatives Professional Contributions: She serves on editorial boards for journals like International Journal of Leadership Studies and has reviewed for publishers including Sage and Rowman & Littlefield. Her work appears in prestigious encyclopedias and peer-reviewed journals, with a focus on bridging theory and practice in educational leadership. Future Focus: Continues advocating for faith-infused education systems, cross-cultural leadership development, and expanding access to quality education through digital innovation.

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Conny H. AntoniView profile

Research Professor

University of TrierGermany

Dr. Conny H. Antoni serves as a Senior Research Professor in Work, Industrial, and Organizational Psychology at the Department of ABO Psychology, University of Trier. Their research focuses on digital collaboration, team dynamics, and psychosocial risk management in modern work environments.

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Milo KoretskyView profile

Professor

Tufts UniversityUnited States

Milo Koretsky is a Professor in Chemical and Biological Engineering and Education at Tufts University, holding the McDonnell Family Bridge Professorship. He is Co-Director of the Institute for Research on Learning and Instruction and a CEEO Fellow at the Center for Engineering Education Outreach. His roles include editorial positions for journals like the International Journal of STEM Education and Chemical Engineering Education . Koretsky earned his BS and MS from UC San Diego and PhD from UC Berkeley, all in Chemical Engineering. Prior to Tufts, he was at Oregon State University, where he pioneered curricular reforms and developed tools like the Concept Warehouse. His work focuses on engineering education research, instructional design, and fostering inclusive learning environments. Education : PhD (1991), MS (1985), and BS (1984) in Chemical Engineering from UC Berkeley and UC San Diego. Affiliations : School of Engineering, Department of Education, and the IRLI at Tufts. Research Interests: Engineering education research, learning engagement, instructional technology, and organizational change. His group investigates disciplinary practice development, epistemic practices in engineering, and the transition from university to professional roles. Recent work emphasizes equity in STEM education and the role of social interactions in learning. Publications span 226+ articles, focusing on STEM education trends, virtual laboratory design, and pedagogical innovation. Notable contributions include adaptive learning modules and analyses of instructional technology impact. Awards : Donald R. Woods Lectureship, ASEE Hall of Fame, and William Elgin Wickenden Award. Teaching : Courses include Advanced Thermodynamics, Qualifying Papers, and Learning Assistant Seminars. Lab/Team : The Koretsky Group studies classroom engagement, technology tools, and faculty development. Current members include researchers like Sarah Kaczynski and Harpreet Auby.

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Erik SchemeView profile

Associate Professor

University of New BrunswickCanada

Erik Scheme is an Associate Professor in the Department of Electrical and Computer Engineering at the University of New Brunswick (UNB), and serves as Associate Director of the Institute of Biomedical Engineering (IBME). He holds a PhD and is a Professional Engineer (PEng). His roles include advising the Dr. J. Herbert Smith Centre for Technology Management and Entrepreneurship, emphasizing innovation in biomedical technologies and healthcare systems. His research focuses on advanced human-machine interaction through biomedical engineering, with a strong emphasis on myoelectric prosthetics, wearable sensors, and machine learning applications. Key areas include improving neuroprosthetic control via incremental learning, gait analysis using underfoot pressure sensors, and developing robust EMG-based gesture recognition systems. His work bridges clinical needs with technological innovation, addressing challenges in rehabilitation, activity monitoring, and user-centric design. Recent publications highlight advancements in adaptive control systems, sensor fusion, and ethical data practices in healthcare. His contributions span both theoretical frameworks (e.g., self-supervised learning models) and applied technologies (e.g., gold-plated 3D-printed electrodes). Dr. Scheme collaborates across disciplines, integrating robotics, signal processing, and clinical validation to create impactful solutions. His lab, affiliated with IBME, actively explores emerging areas like exhaled breath analysis for disease detection and federated learning in healthcare data analytics.

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Zhu-Tian ChenView profile

Assistant Professor

University of California, San DiegoUnited States

Zhu-Tian Chen is an Assistant Professor in the Department of Computer Science and Engineering at the University of Minnesota, Twin Cities, where he leads research in data visualization, human-computer interaction, and augmented reality. Prior to this, he held postdoctoral positions at Harvard University and UC San Diego, working with leading researchers in visual computing and interactive design. Ph.D. in Computer Science, Hong Kong University of Science and Technology B.Eng. in Software Engineering, South China University of Technology His research focuses on augmenting human intelligence through hybrid human-AI systems, particularly in everyday and outdoor environments. He specializes in designing intelligent AR interfaces, embedded visualizations, and language-oriented interactions for applications in sports analytics, education, and data analysis. His work integrates human-centered design with applied machine learning to create intuitive and effective visualization tools. The recent trend in his publications shows a strong emphasis on intelligent AR systems for dynamic scenes, LLM-based code generation interfaces, and real-time augmentation of sports videos using natural language and gaze-based interactions. His work frequently appears in top-tier venues such as IEEE VIS, ACM CHI, and UIST. Best Paper Award, ACM CHI'23 Best Short Paper Honorable Mention, EuroVis'23 Best Paper Honorable Mention, IEEE VIS'22 (twice) Certificate of Distinction and Excellence in Teaching, Harvard University Hong Kong Ph.D. Fellowship Dr. Chen actively mentors undergraduate, master’s, and PhD students, as well as visiting scholars and interns, and is building a new research lab focused on visualization for intelligent AR systems. He has served on program committees for major conferences including ACM CHI, IEEE VIS, and EuroVis, and has been invited to speak at institutions such as Apple, JP Morgan, and multiple universities worldwide. He also contributes to the academic community through grant reviewing for NSF and the Department of Energy. He leads research projects in intelligent AR systems for sports, language-oriented interactions with LLMs, and immersive data visualization, often in collaboration with institutions like Harvard, UC San Diego, and HKUST. His lab welcomes students and collaborators interested in visualization, HCI, and applied AI.

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Rama HartView profile

Associate Professor

University of St. ThomasUnited States

Dr. Rama Hart is an Associate Professor in the Department of Management at the Opus College of Business, University of St. Thomas. Previously served as Director of the Master of Arts in Organization Development program in the College of Education, Leadership and Counseling before joining Opus in 2018. Specializes in global/virtual team communication, organizational change leadership, and workplace inclusion issues. Teaches Managing Organizational Behavior in Full-time MBA program Offers courses in Organization & Employee Development (MGMT 360) and Inclusive Leadership (MGMT 385) Active participant in equity, diversity, and intercultural competence initiatives Research Focus: Combines virtual communication studies with organizational change management, emphasizing inclusive leadership practices across domestic and global contexts. Her work examines relationship formation in distributed teams through communication patterns and technological mediation. Teaching Philosophy: Integrates experiential learning through virtual worlds and appreciative inquiry methodology, focusing on practical skill development for navigating modern workplace complexities. Institutional Roles: Involved with multiple academic units including the Schulze School of Entrepreneurship and various research centers like the Behavioral Research Center and Institute for Social Innovation.

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Christy ThomasView profile

Associate Professor

Southeastern Oklahoma State UniversityUnited States

Christy Thomas, EdD serves as Dean of the School of Education and Associate Professor at Ambrose University, where she joined as a sessional instructor in Fall 2019, became Assistant Professor in August 2020, and was promoted to Associate Professor in March 2024. She concurrently holds an Adjunct Assistant Professor position at the Werklund School of Education, University of Calgary, where she has taught since 2016. Her academic credentials include: EdD in Education (University of Calgary, 2016) MEd (University of Alberta, 2011) BEd (University of Calgary) Dr. Thomas's research centers on collaborative leadership frameworks and professional learning ecosystems in educational settings. She employs mixed-methods approaches including design-based research and action research to investigate how communities of practice foster teacher development. Her work bridges theoretical scholarship with practical implementation, focusing on creating environments where educators and students can thrive through collaborative risk-taking and supportive structures. Current projects examine digital-age pedagogies and leadership development models that integrate care ethics. Analysis of her 2021-2024 publications reveals strong thematic convergence around educational transformation through collaboration. Key trends include decolonization of teacher education (evident in Métissage leadership frameworks), pandemic-responsive teaching strategies, and technology-mediated social connectedness. Her scholarship consistently addresses systemic challenges in K-12 education while proposing actionable solutions through professional learning communities and leadership development. Dr. Thomas has secured substantial research funding as Principal Investigator (PI) and Co-Investigator (Co-I), including: Alberta Education Research Partnership Program Grant (2025-2027): New Teacher Transition: Early Career Supports (PI) SSHRC Insight Grant (2025-2029): Examining Implementation of Policies Restricting Mobile Devices in K-12 Schools (Co-I) SSHRC IDG (2021-2023): Exploring Online Pedagogies for Social Connectedness (Co-PI) Ambrose Research Fund (2021-2022): Building Faculty Capacity for Online Teaching (PI) She actively translates research into practice through instructional design consulting at Ambrose University and faculty development workshops at both Ambrose and the University of Calgary's Taylor Institute. Her consulting specializes in bridging academic theory with classroom application, particularly in online pedagogies and collaborative leadership models. Dr. Thomas emphasizes creating partnerships between researchers and practitioners to address real-world educational challenges.

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