Find Academic Supervisors

• Information Systems
• Computer Networking and Security
• Cloud Computing
• +7 more

Dr. David King serves as Professor in the Department of Business Information Systems within the College of Business at Tennessee State University. With over 21 years of academic experience, he holds multiple leadership roles including Academic Chair and Executive Editor-in-Chief at Intellectbase International Consortium. His international profile spans editorial board memberships across six global organizations. Dr. King earned his academic credentials from the University of South Australia: Ph.D. in Business and Management (2003) M.B.I.S. (2000) B.B.I.S. (1999) His educational background extends across Australia, Europe, Africa and North America, complemented by certifications in Cisco Systems, Microsoft, and medical coding disciplines. Research spans blockchain validation, health informatics, and AI-driven systems with notable focus on pandemic response modeling and cross-continental vaccine disparity analysis. Recent publications (2020-2022) demonstrate strategic pivots toward blockchain etymology and data science applications in public health crises, reflecting agile adaptation to emerging global challenges. His work consistently bridges theoretical frameworks with practical implementations in enterprise systems. Scientific recognition includes: 15+ 'Best Paper' awards across international conferences (Venice, Bangalore, Seattle) Four Highest Academic Contribution Awards from Intellectbase (2009-2014) Tennessee State University's 'Best Teaching Award' (2004-2005) Multiple 'Best Reviewer' honors at Intellectbase conferences Dr. King actively supervises graduate research through Strategic Information Systems coursework while leading funded projects including IMF development initiatives in Sub-Saharan Africa. His editorial leadership at Intellectbase facilitates global collaboration networks, with recent work focusing on blockchain validation frameworks and pandemic response analytics. Current advising emphasizes practical implementation of cloud-based information systems. Though no dedicated laboratory is specified, Dr. King's research group operates through Intellectbase International Consortium channels, providing students access to international conference platforms and editorial review processes. His team specializes in rapid-response analytics for global health crises and blockchain infrastructure validation.

• e-learning/m-learning
• virtual communities and social media
• semantic technologies
• +4 more

Andrea Molinari is a Contract Professor at the University of Trento since 1990 and at the Free University of Bozen since 2002. He also serves as a Visiting Professor at Lappeenranta University of Technology (2021-2025) and holds a Docent position in Decision Making at the same institution (2024-2029). Previously, he was an Adjunct Professor at Turku University/Abo Akademi in Finland (2007-2019). Education: 2022: Doctoral Degree - Doctor of Science (Technology), Engineering Science, Software Engineering research field from LUT - Lappeenranta University of Technology. Dissertation: "Integration Between eLearning platforms and Information Systems: a New Generation of Tools for Virtual Communities" 1988: Master Degree in Economics from Università degli Studi di Trento with grade 110/110. Thesis: "P.I.R.S. Personal Information Retrieval Systems" Professor Molinari's research focuses on the intersection of education technology and information systems. His primary areas include e-learning/m-learning systems, virtual communities and social media, semantic technologies and ontologies, data management with AI applications, and Enterprise Project Management. His work bridges theoretical computer science with practical applications in educational and organizational contexts, particularly examining how technology can enhance learning experiences and organizational efficiency. His recent publications reveal a strong emphasis on the evolution of Learning Management Systems in the AI era, integration of semantic technologies with educational platforms, and applications of serious games for professional training. There's a clear trajectory toward more sophisticated, AI-enhanced educational technologies that incorporate data analytics, personalized learning, and advanced user modeling. Scientific Awards: Winner of the "S. Ciancio" scholarship (1980, 1982, 1983) Outstanding Paper Award at the Ed-Media World Conference on Educational Technology (1995) Since 1994, Professor Molinari has supervised approximately 10 thesis projects annually across multiple institutions including the University of Trento (Economics, Engineering), University of Bolzano (Computer Science, Education), and Abo Akademy in Finland. His teaching spans numerous courses related to information systems, project management, and technology applications across various academic disciplines. He has coordinated numerous research projects, particularly in the areas of e-learning platforms, virtual communities, and semantic technologies for educational applications. Professor Molinari is actively involved with several research communities and has served on program committees for numerous international conferences including IEEE-STAR, SMARTGREENS, and the International Conference on Web-based Education. His work often involves interdisciplinary collaboration between computer scientists, educators, and domain specialists to develop innovative technology-enhanced learning solutions.

Dianne ClarkView profile

Lecturer

• Business Management
• International Business
• Financial Planning
• +1 more

Dianne Clark serves as an Adjunct Instructor in the School of Business at Alfred State College, teaching core business courses including Principles of Management, Business Communication, International Business, and Personal Financial Planning through student-centered project-based methodologies. She actively coordinates internships in Sorrento, Italy and champions study abroad initiatives. MBA, State University of New York Empire State College Her professional focus spans business management with specialized expertise in international business operations, financial planning strategies, and cross-cultural business communication. Teaching emphasizes practical application through real-world projects that develop strategic problem-solving skills for contemporary business challenges. Clark provides academic advising and previously served as Gold Mentor and Sorority advisor. As Curriculum Coordinator for the Associate of Science in Business Administration, she leads departmental assessment and serves on critical committees including eLearning, Study Abroad, Academic Affairs (past chair), Academic Integrity, Retention, and Faculty Senate while acting as Secretary for the SUNY Business Council.

• Nursing Education
• Critical Care Nursing
• Sepsis Management
• +3 more

Joy Kiat-Floro serves as the Associate Dean of Nursing Academics at Westcliff University's College of Nursing, where she spearheads the inaugural nursing program at the Corona campus. With over 30 years of multifaceted experience spanning critical care, academic leadership, and clinical instruction across the U.S. and Qatar, she brings extensive expertise to nursing education. Her educational credentials include: Doctor of Nursing Practice (DNP) Candidate, Chatham University Master of Science in Nursing (MSN), University of Phoenix Master of Business Administration (MBA) – Healthcare Management, University of Phoenix Professor Floro's research focuses on Nursing Professional Development, Sepsis Management, and innovative clinical instructional design. She pioneered eLearning frameworks in healthcare education and has significantly advanced pediatric and neonatal critical care protocols. Her work bridges academic theory with clinical practice through sepsis program development and ambulatory care specialization. As a seasoned educator, she has mentored nursing professionals across pre-licensure programs and international healthcare institutions. Her leadership in establishing Qatar's first Women's and Children's Hospital included co-developing hospital-wide sepsis protocols and educational infrastructure. She actively shapes nursing standards through roles on the American Nursing Credentialing Center's International Advisory Council and contributions to the Nursing Professional Development Scope and Standards. Her collaborative work spans national sepsis symposiums, organizational program development, and clinical instructional design initiatives.

• Applied Linguistics
• Second Language Acquisition
• Italian Language Teaching
• +5 more

Anna De Meo serves as Full Professor of Modern Language Teaching (L-LIN/02) at the University of Naples "L'Orientale" within the Department of Literary, Linguistic and Comparative Studies. She directs the II-level Master's Degree in "Teaching Italian as a Second Language" and holds leadership roles as President of CSADD (Centre for Studies on Learning and Disciplinary Teaching) and Coordinator of CMFD (University Multidisciplinary Centre for Teacher Training). Full Professor since 2017 (National Scientific Qualification 2013) Associate Professor (2001-2017) University Researcher (1998-2001) Her research focuses on second language acquisition, particularly Italian L2 for immigrants and deaf learners, with expertise in speech prosody, CLIL methodology, and linguistic certification systems. She leads projects on vulnerable learner populations including refugees and low-literacy students, developing specialized assessment tools like the ScrItAV and ROMIT corpora. Her work bridges academic research with practical applications in teacher training and EU-funded integration programs. De Meo has supervised 16 doctoral theses on topics ranging from Chinese-Italian bilingualism to Parkinson's speech diagnostics. She serves on international doctoral committees across Europe and collaborates with institutions in China, Armenia, and Vietnam. Her leadership extends to national committees for teaching certification (Class A23) and CRUI working groups on Italian language education. As institutional leader, she coordinates UNIOR's refugee education programs and directs multiple EU-funded initiatives including EIF and AMIF projects for third-country nationals. Her administrative roles include past presidency of AItLA (Italian Association of Applied Linguistics) and scientific direction of UNIOR's eLearning platform.

Lars KlingenbergView profile

Teaching Professor

• Human Nutrition
• Physiology
• Sleep Research
• +4 more

Lars Klingenberg is a Teaching Professor in the Department of Science Education at the University of Copenhagen's Faculty of Science. He holds a PhD in Human Nutrition and a Master's degree in Human Physiology, both from the University of Copenhagen. His educational background includes: 2011: PhD degree in Human Nutrition, Department of Exercise and Sport Sciences, Faculty of Sciences, University of Copenhagen 2008: Master of Science in Human Physiology, Department of Exercise and Sport Sciences, Faculty of Sciences, University of Copenhagen Klingenberg's research focuses on the intersection of nutrition, metabolism, and sleep science. His work particularly examines how dietary components affect metabolic outcomes, including insulin sensitivity, diet-induced thermogenesis, and cardio-metabolic risk factors. He has conducted studies comparing different protein sources, carbohydrate types, and dairy products to understand their impacts on human metabolism and appetite regulation. His research often employs acute randomized cross-over meal test designs with human participants. His publication record shows a strong focus on systematic reviews and clinical nutrition studies, with key contributions spanning from 2013 to 2022. His work on sleep restriction and insulin sensitivity in adolescents has been particularly influential, receiving over 100 citations. He has received recognition for his research, with several publications gaining attention in news outlets, social media platforms, and academic platforms like Mendeley. He is actively involved in teaching at all levels (BA, master, and PhD), developing eLearning courses for the public, and implementing blended learning approaches. He also co-organized the Department of Science Education Annual Seminar in September 2022.

Elizabeth MaylandView profile

Lecturer

• Injury
• Psychological injury
• Injury prevention
• +11 more

Dr. Elizabeth (Beth) Mayland is a Lecturer in Occupational Therapy at Western Sydney University's Faculty of Health and Environmental Sciences, where she is affiliated with the Translational Health Research Institute (THRI) and Anne-Maree Parrish's Lab. Previously, she worked as a lecturer in Occupational Health and Safety at the University of Otago and as a practicing Occupational Therapist specializing in Hand Therapy and lymphedema in both US and New Zealand public and private settings from 2000-2017. Dr. Mayland earned her PhD in 2016 from the University of Otago focusing on psychological distress following traumatic upper limb injuries. She holds a Master of Occupational Therapy from the University of Illinois at Chicago (2000) and a BA in English and Psychology from Indiana University (1996). She is a Registered Occupational Therapist with AHPRA (2018) and was a Certified Hand Therapist from 2006-2022. Her research primarily examines the psychological dimensions of physical injury recovery, with particular focus on traumatic upper limb injuries. She investigates recovery-related anxiety, the impact of daily activities on rehabilitation outcomes, psychosocial hazards in workplace settings, and mental health needs following physical trauma. Her work bridges occupational therapy, psychology, and rehabilitation science through qualitative and mixed methods approaches. Analysis of her recent publications reveals a consistent focus on occupation-based rehabilitation approaches, particularly for upper extremity injuries. Her research demonstrates growing interest in the intersection of physical recovery and psychological wellbeing, with increasing attention to multicultural perspectives in trauma recovery. She has made significant contributions to understanding how purposeful activities influence motor performance and recovery trajectories. Registered Occupational Therapist with AHPRA (2018) Associate Member of Human Factors Ergonomics Society of Australia (2018) Certified Hand Therapist (2006-2022) Dr. Mayland has been involved in multiple research projects funded by organizations including the Health Research Council of New Zealand, Brain Research Centre, and Centre for Work Health & Safety. Her work often involves collaboration with researchers across Australia and internationally, particularly on projects examining psychological safety, injury recovery, and workplace health. She serves as a valuable resource for students interested in rehabilitation research with a focus on the psychological aspects of physical recovery. Her laboratory work focuses on developing and testing occupation-based interventions for injury recovery, particularly the Early Daily Activity (EDA) intervention for people with surgically repaired distal radius fractures. This work represents a significant contribution to bridging clinical practice with evidence-based rehabilitation approaches.

• Exercise Physiology
• Cancer Rehabilitation
• Post-Infective Fatigue
• +4 more

Dr. Carolina Sandler serves as a Senior Lecturer in the Department of Sport & Exercise Science within Western Sydney University's School of Health Sciences. An accredited exercise physiologist (ESSA) and clinical researcher with a PhD from UNSW, she maintains active roles in both academic instruction and translational research. Her research program spans three synergistic domains: Epidemiology and management of post-infective fatigue states, leveraging the International Collaborative on Fatigue Following Infection (COFFI) network with 24,405 participants across 15 global cohorts Development of evidence-based eLearning resources for healthcare professionals and patients targeting post-cancer and post-infective fatigue Pragmatic exercise interventions for understudied cancer populations including ovarian, brain, and metastatic breast cancer patients Dr. Sandler holds a competitive NSW Cancer Institute fellowship driving her eLearning initiative, which incorporates stakeholder feedback from GPs and consumers throughout development. Her work bridges clinical research with practical implementation through partnerships with healthcare providers and patient advocacy groups. Scientific recognition includes: NSW Cancer Institute fellowship for post-cancer fatigue eLearning project She supervises students in exercise physiology and cancer rehabilitation research, with current projects analyzing COFFI data and evaluating digital health interventions. Her lab operates through collaborative frameworks rather than a named physical space, emphasizing stakeholder engagement across clinical and community settings to translate research into actionable fatigue management strategies.

• Social Work Practice Innovation
• Program Design and Evaluation
• Family Violence Intervention
• +5 more

Dr. Prue Atkins is a Senior Lecturer and First Year Coordinator in Social Work and Social Policy at La Trobe University's School of Allied Health Human Services & Sport, with over 30 years of combined academic and practitioner experience in child and family social work. Her current role involves comprehensive curriculum development for the BSW Hons and MSW Q programs since 2019. Her research portfolio demonstrates sustained focus on practice innovation implementation, organizational influences on social work, and family violence program design. Key thematic areas include knowledge translation mechanisms, frontline management roles, and children's experiences in institutional settings like organized sports. Her work bridges academic theory with practical application through extensive consultancy and organizational development experience. Major funded research includes the NSW Department of Family and Community Services project on substance use outcomes for youth in out-of-home care. Her publication record shows consistent output in high-impact social work journals with particular emphasis on collaborative assessment methodologies and green social work frameworks. Nancy Millis Medal for outstanding PhD thesis Fellow of the Higher Education Academy (UK) As an active educator, she coordinates multiple subjects across all years of the social work program and contributes to scholarship of teaching through innovative assessment designs. Her professional activities include committee memberships in the Global Implementation Society and peer review for leading journals including British Journal of Social Work.

• User Experience Design
• User Interface Design
• Design Leadership

Karin Schmidlin serves as a Lecturer at Emily Carr University of Art and Design within the Faculty of Design, specializing in User Experience Design. She is actively teaching Fall 2025 courses including CUIL 110 (UX/UI Design Vision Leadership Micro-Credential), CUIL 111 (Design Leadership Path to Growth), and CUIL 112 (Design Leadership: People + Process). Her research and teaching focus centers on practical applications of UX/UI design methodologies and leadership frameworks in design education. Key areas include design vision development, team leadership strategies, and process optimization for creative workflows. Ms. Schmidlin maintains active faculty status with no indication of part-time appointment or emeritus status. Current institutional resources show no recorded scientific awards, research publications, or graduate student supervision activities. She engages with university platforms including the eLearning portal (Moodle, Blogs, Wiki) and participates in academic scheduling through the institution's systems. Her professional activities align with the university's focus on integrating design leadership into contemporary creative practice.

• block teaching
• leadership in higher education
• Women in higher education
• +3 more

Professor Loretta Konjarski serves as Co-Chair of the Graduate Certificate/Diploma in Block Teaching and Chair of the Professional Learning Program at Victoria University's First Year College. With 20 years of institutional leadership including roles as Interim Executive Dean and Associate Dean Learning and Teaching, she pioneered the implementation of VU's Block Model pedagogy. Her evidence-based approach has enhanced curriculum design and student learning experiences across the university. Her educational background includes a Doctorate of Education (2021), Master of Education (2010), Graduate Certificate of Tertiary Education (2007), and Bachelor of Education in Physical Education (1989), all from Victoria University except her undergraduate degree from Deakin University. She maintains professional fluency in English across all academic functions. Konjarski's research spans two interconnected domains: innovative higher education pedagogy (particularly block teaching methodology and academic leadership) and aquatic competency development in children. Her work examines leadership structures in teaching-focused colleges, women's advancement in academia, and the complex relationship between prior aquatic experiences and children's water safety skills. Recent publications demonstrate growing emphasis on AI integration in intensive learning environments and internationalization of block teaching models. Analysis of her 15 most recent publications (2023-2025) reveals three dominant trends: 1) Systematic development of block teaching as a distinct pedagogical framework with specialized professional learning pathways 2) Interdisciplinary investigations into aquatic competency determinants using mixed-methods approaches 3) Critical examinations of institutional change management during educational transformation. Her work consistently bridges theory and practice through collaborations with industry partners like Life Saving Victoria. Konjarski leads three major funded research projects: Prioritising Teachers’ Mental Health (2022-2023) with the Department of Education Identifying At-Risk Students (2021-2025) with Life Saving Victoria Limited eLearning Development for Swimming Australia (2017-2021) These grants total over four years of continuous funding focused on educational resilience, aquatic safety, and professional development systems. As a core architect of VU's First Year College transformation, she directs the Block Model Professional Learning Program that trains academics in intensive teaching methods. Her leadership extends to international collaborations through the Graduate Certificate/Diploma in Block Teaching, establishing Victoria University as a global leader in this pedagogical approach.

Alicia García HolgadoView profile

Associate Professor

• Knowledge Management
• Educational Technology
• Digital Ecosystems
• +5 more

Alicia García-Holgado is an Associate Professor in the Department of Computer Science and Automation at the University of Salamanca. She is a member of the GRIAL Research Group, where she leads the "Social Responsibility and Inclusion" research line, and also affiliated with the Salamanca Biomedical Research Institute and the University Institute of Educational Sciences. Her educational background includes a Degree in Computer Sciences (2011), M.Sc. in Intelligent Systems (2013), and a PhD in Education in the Knowledge Society (2018, Cum Laude), all from the University of Salamanca. Dr. García-Holgado's research focuses on developing technological ecosystems for knowledge and learning management in diverse contexts, with particular emphasis on promoting diversity and inclusion in STEM fields. She has organized numerous international activities aimed at reducing the gender gap in STEM, including the "Women Researchers' Breakfast at the University of Salamanca," which received the Gutenberg Award for scientific dissemination in 2020. Her work bridges computer science, education, and social responsibility, with practical applications in academic, professional, and public administration contexts. Her publication record shows a strong focus on educational technology, knowledge management systems, and informal learning recognition, with over 170 international publications in scientific journals and conferences. Her research spans multiple disciplines including computer science, education, and human-computer interaction, with applications in academic, professional, and public administration contexts. Gutenberg Award for scientific dissemination 2020 by CoxmoCaixa Dr. García-Holgado has participated in over 50 research projects including MIH, VALS, WYRED (H2020), and W-STEM. She currently coordinates the Erasmus+ SPADATAS project focused on security and privacy in academic data management. She serves on the Negotiating Committee of the II Equality Plan of the University of Salamanca and is active in several professional organizations including IEEE, ACM, and AMIT. She is Associate Editor of the IEEE Revista Iberoamericana de Tecnologías del Aprendizaje and the Revista Facultad de Ingeniería. As a member of the GRIAL Research Group, she contributes to the group's work on interactive systems for learning, educational technologies, and strategic knowledge management, while leading the "Social Responsibility and Inclusion" research line that focuses on gender equity in STEM fields.

Francisco José García PeñalvoView profile

Professor

• Educational Technology
• eLearning
• Human-Computer Interaction
• +5 more

Francisco José García-Peñalvo is a Full Professor in the Department of Computer Science and Automation at the University of Salamanca (USAL), where he has earned four six-year periods of recognized research, one six-year period of recognized transferring and innovation, and five five-year periods of recognized teaching. He serves as Deputy Director of the Research Institute for Educational Sciences (IUCE) and Coordinator of the Doctorate Programme in Education in the Knowledge Society at USAL. Additionally, he holds international positions as a Researcher of International Impact at the Universidad Nacional San Agustín in Peru and previously served as a Distinguished Professor at Tecnológico de Monterrey in Mexico (2016-2018). His research interests focus on educational technology, particularly eLearning, human-computer interaction, informal learning, mobile learning, computational thinking, and open innovation. He has pioneered work in challenge-based learning, learning analytics, and educational robotics, examining how technology can enhance teaching and learning processes across various educational contexts. His work often bridges theoretical frameworks with practical applications in both formal and informal educational settings. García-Peñalvo leads the GRIAL Research Group (research GRoup on InterAction and eLearning), a Consolidated Research Unit of the Junta de Castilla y León Government since 2006. His publication record includes over 100 papers in JCR SCIE/SSCI-indexed journals (63 Q1), with research trends showing increasing focus on learning analytics, educational robotics, and open innovation in educational contexts. His work demonstrates a consistent commitment to understanding how technology can transform educational practices and improve learning outcomes. Gloria Begué Award for teaching excellence (2019) Maria de Maeztu Award for research excellence (2023) Stanford's World's Top 2% Scientists list (2019-2023) With 30 Ph.D. theses supervised, García-Peñalvo has significantly contributed to developing the next generation of researchers in educational technology. He serves as Editor-in-Chief of Education in the Knowledge Society and Associate Editor for prestigious journals including IEEE Access, Computers in Human Behavior, and Computers in Human Behavior Reports. His research has been supported by numerous projects including the VALS European Project and the WYRED project, focusing on virtual placements, open innovation, and youth empowerment in digital society. The GRIAL research group he leads continues to explore innovative approaches to technology-enhanced learning, with current work focusing on learning analytics in challenge-based environments and the role of social robots in educational contexts.

• Educational Technology
• Online Learning
• MOOCs
• +5 more

Gioconda del Cisne Riofrío Calderón is a researcher and doctoral candidate at the Private Technical University of Loja (UTPL) in Ecuador, with significant academic activities at the University of Salamanca, Spain. She holds a Master in Civil Law and Civil Procedure, a Master's Degree in Open and Distance Teaching and Learning, and is currently completing her doctoral studies in the Knowledge Society program at the University of Salamanca, with thesis defense scheduled for September 26, 2024. Educational Background: Master in Civil Law and Civil Procedure Master's Degree in Open and Distance Teaching and Learning Lawyer Doctoral Candidate: Program Training in the Knowledge Society, University of Salamanca, Spain (Thesis: Mediation practices for learning in MOOC courses on energy sustainability to promote open innovation) Riofrío Calderón's research focuses on educational technology innovation, particularly examining mediation models in online learning environments and MOOCs for energy sustainability education. Her work bridges educational theory with practical applications in digital learning, emphasizing how mediation strategies can enhance open innovation in educational contexts. She has conducted systematic literature reviews and applied data analytics to understand participant behavior in online courses, contributing to the evolving field of digital pedagogy. Her publication record demonstrates a consistent focus on the intersection of educational technology, sustainability education, and learning analytics. The research trajectory shows progression from foundational work on MOOC mediation practices toward more sophisticated applications of data analysis in online learning environments, with particular attention to energy sustainability education as a domain for innovation. Scientific Recognition: Felicitación por publicación Q1 (Recognition for Q1 journal publication) Reconocimiento en X Investiga y V Innova UTPL (Recognition at X Investiga and V Innova UTPL) Carta de agradecimiento for evaluation of Law program in Open and Distance modality Riofrío Calderón has received research funding through a postdoctoral scholarship from UTPL (2016-2019) and has participated in international research collaborations, including a research stay at the Monterrey Institute of Technology in Mexico (January-April 2017). She has been actively involved in the Research Group on Interaction and eLearning (GRIAL), contributing to projects focused on educational technology innovation. Her professional development includes extensive participation in academic seminars, conferences, and training courses related to educational technology, research methodology, and university management. She has served as a reviewer for academic publications and conferences, demonstrating her growing recognition within the educational research community.

Robert A McKerlieView profile

Senior Lecturer

• Teaching and Learning
• Dental Education
• Technology Enhanced Learning
• +3 more

Robert A McKerlie is a Senior Lecturer at the University of Glasgow's Dental School within the School of Medicine, Dentistry & Nursing. He serves as Deputy Director of Dental Education and the Dental School's Lead for Digital and Online Education. With over 29 years of teaching experience, he specializes in dental technology within Restorative Dentistry for both undergraduate and postgraduate students. McKerlie earned his MSc (Med Sci) from the University of Glasgow in December 2004, with research focused on e-Learning in dental education. His educational background demonstrates a longstanding commitment to innovative teaching approaches in dental education. His research focuses on teaching and learning methodologies, with particular emphasis on student engagement and technology-enhanced learning. McKerlie has pioneered innovative approaches including self-selected study modules (SSMs) in eLearning where students partner with faculty to develop learning objects, and established the Technology Enhanced Learning and Teaching (TELT) Partnership Group. His work often explores digital workflows in dental education, student-staff partnerships, and curriculum development. Analysis of his recent publications (2018-2025) reveals a strong focus on integrating digital technologies into dental education, with recurring themes of student-staff collaboration, curriculum innovation, and adapting to technological changes in the dental profession. His work spans practical implementation of digital tools, theoretical frameworks for educational partnership, and responses to challenges like the pandemic's impact on dental education. Recipient of two University of Glasgow Teaching Excellence Awards (2012 and 2016) Senior Fellow in the University's Recognising Excellence in Teaching (RET) Scheme Member of the Dental School TELT Team which also received a College Teaching Excellence Award McKerlie actively promotes student-staff partnerships through initiatives like the TELT Partnership Group, which creates spaces for collaborative development, review, and implementation of educational technologies. He has led projects on peer-assisted learning and syndicated learning within the BDS curriculum. His leadership extends to directing digital and online education strategy for the Dental School, positioning him at the forefront of educational innovation in dental education.