Find Academic Supervisors

Keith LandaView profile

Researcher

• Developmental Neurobiology
• Plant-Herbivore Interactions
• Insect Life-History Evolution
• +7 more

Keith Landa serves as the Director of the Teaching, Learning, and Technology Center at Purchase College, State University of New York , where he supports course design, faculty development, and the integration of innovative instructional technologies. He also teaches courses in environmental studies, including "Geology" with lab components, and maintains affiliations with the Environmental Studies Program . Education: BS in Zoology, Iowa State University (1977) MS in Neurosciences, University of California, San Diego (1980) PhD in Biological Sciences (Ecology and Evolutionary Biology), University of Michigan (1989) Landa's research spans diverse domains: from developmental neurobiology (1980) and insect life-history evolution (1992) to contemporary work in academic technology , focusing on open-source learning management systems (Moodle), virtual reality field trips (2020), and ePortfolio integration (2013). His publications demonstrate a shift from empirical ecological studies to transformative educational technology initiatives, particularly within the SUNY system. His 15 most recent publications highlight expertise in LMS evaluation (2011), open pedagogy (2020), and neuroecological research (1992). Landa actively contributes to shared governance as SUNY Faculty Senate President and Parliamentarian, serving on committees like Strategic Planning and Accessibility Task Force. He teaches with a focus on technology-enhanced pedagogy and maintains a personal Mars exploration library , linking planetary science to his environmental studies work. Landa's technological frameworks include building open-source ecosystems (Drupal, Kaltura, BigBlueButton), scaling online courses (2014), and co-curricular transcription systems (2016). While no explicit scientific awards are mentioned, his leadership in SUNY-wide technology task forces and 40+ conference presentations reflect his influence in academic innovation.

• Neuroscience
• Biology
• Health Sciences
• +1 more

Vijendra Sharma is an Assistant Professor at the University of Windsor, with primary affiliations in Science and Technology, Biology, and Neuroscience. He also contributes to Health Sciences and Neurology disciplines. As a faculty member, he engages in academic resource development, including submitted materials, authored works, learning exercises, and course ePortfolios.

Sarita BennettView profile

Professor

• Sclerotinia stem rot management
• Genotype by Environment by Management interactions
• Saltland ecology and agriculture
• +3 more

Professor Sarita Bennett is a faculty member at Curtin University's School of Molecular and Life Sciences, part of the Faculty of Science and Engineering. She holds a leadership role in the Office of the Provost. With a Ph.D. and postgraduate qualifications from the University of Birmingham, UK, she has prior experience at the University of Western Australia and the University of Wales, Bangor. Her research focuses on crop and pasture ecology, farming systems analysis, saline land management, and disease resistance mechanisms in crops. She leads the Agriculture and Food discipline, teaching courses in precision agriculture and cropping systems. Research Interests: Her work centers on Sclerotinia stem rot management in canola and legumes, genotype-environment-management interactions, integrating perennial shrubs into farming systems, and crop adaptation to abiotic stresses. She collaborates with the Centre for Crop and Disease Management to develop strategies against fungal pathogens. Teaching & Supervision: Coordinates multiple undergraduate units including Sustainable Agricultural Systems and Advanced Cropping Systems. Supervises PhD, MSc, and Honours students, mentoring participants in national agricultural competitions like the Australian Universities Crop Competition. Key Contributions: Over 140+ publications in peer-reviewed journals, with recent focus on biological control of Sclerotinia, crop rotation strategies, and novel enzyme applications in food processing. Active in curriculum development, emphasizing ePortfolios for skill-based agriculture education.

• Business English
• English for Specific Purposes
• Language Teaching Methodology
• +3 more

Eva Maierová serves as an Assistant Professor in the Department of English Language at the Faculty of Applied Languages, University of Economics in Bratislava, a position she has held since 2017 following her promotion from Lecturer (2016-2017). Her academic career spans over three decades, including prior roles as Education Manager at Pan-European University's Centre for Language and Academic Preparation (2005-2011) and Assistant at its Faculty of Economics and Entrepreneurship (2011-2016), alongside university teaching at Comenius University Bratislava (1993-2004) and secondary/elementary education experience. Education: PhD in Teacher Training and Education Science, Didactics of Foreign Languages and Literatures (2017), Faculty of Education, Comenius University Bratislava Master's degrees in Slovak/Russian Language and Literature (1988) and English Language and Literature (1993), Faculty of Arts, Comenius University Bratislava Dr. Maierová's research centers on Business English and English for Specific Purposes , with significant contributions in idiom studies , digital communication linguistics , and language teaching methodology . Her work examines how social media platforms like Twitter and Instagram reshape language learning and professional communication, particularly through analyses of political discourse, business terminology, and plagiarism perceptions among business students. She has also developed comprehensive teaching materials for Slovak as a foreign language targeting B1-B2 proficiency levels. Her publication trajectory (2016-2024) reveals consistent focus on the intersection of language, digital media, and business contexts, with increasing emphasis on social media applications in pedagogy and real-world language analysis. Recent projects like ePortfolio as Pedagogy demonstrate her commitment to innovative educational frameworks. Research Projects: KEGA 015EU-4/2017: Idioms in Business Communication (Team Member) Project 009EU-2-1/2021: Enhancing Educational Quality and International Attractiveness (Team Member) KEGA 012EU-4/2023: ePortfolio for Integrative Learning (Team Member)

Kristin PicardoView profile

Professor

• Microbial Pathogenesis
• Student Success
• Research Development
• +3 more

Kristin Picardo is Professor Emerita at St. John Fisher University , where she served as Assistant Provost and founding Director of the Center for Student Research & Creative Work. Her career spans roles in research administration , undergraduate mentorship , and microbial pathogenesis research. She teaches General Biology and Microbes & Disease courses, and her leadership in student research programs includes national engagement with the Council on Undergraduate Research (CUR) since 2016. Education: Ph.D. from University at Buffalo Jacobs School of Medicine and Biomedical Sciences, B.S. from SUNY Geneseo Dr. Picardo’s research bridges microbial pathogenesis and undergraduate research pedagogy . Her work explores bacterial virulence mechanisms in Pseudomonas aeruginosa and Staphylococcus aureus , while pioneering initiatives to connect student research experiences with career readiness and mindfulness-based resilience strategies . She also innovated in technology-enhanced education as an Apple Teacher and faculty fellow for the iPad Next Generation Learning Initiative. Her publications highlight interdisciplinary contributions to applied microbiology , educational assessment , and workforce development , including a patent for Moraxella catarrhalis detection tools. She mentored over 50 undergraduate researchers and secured Fisher’s first National Science Foundation S-STEM grant to support STEM students.

Brendon MungeView profile

Lecturer

• outdoor environmental education
• fieldwork pedagogies
• near peer teaching
• +4 more

Brendon Munge serves as a Lecturer in Outdoor Environmental Studies within the School of Education and Tertiary Access at the University of the Sunshine Coast (UniSC), Queensland, Australia. He holds advanced qualifications including a Master of Outdoor and Environmental Education (MOEE) and Graduate Certificate in Higher Education Teaching and Learning (GC HETL) from La Trobe University, along with a Bachelor of Arts (Outdoor Education) with Honors. As Program Coordinator for both the Bachelor of Recreation and Outdoor Environmental Studies and the Diploma of Outdoor Environmental Studies, Munge shapes curriculum development and academic direction for these programs. His scholarly work demonstrates significant evolution from foundational fieldwork pedagogy research toward contemporary concerns including climate change collaboration, threshold concepts in outdoor education, and the occupational health of outdoor educators. Munge's teaching philosophy centers on experiential learning through expeditions and bushwalking, enhanced by innovative technology integration and ePortfolio assessment systems. His recent publications reveal expanding research horizons with multiple 2025 works examining climate change readiness and immersive STEM education within outdoor contexts. Higher Education Academy Fellowship (FHEA) recognizing evidence-informed teaching practice Three teaching and learning excellence awards focused on student engagement Federal Government funding through New Colombo Project for Singapore-based outdoor learning programs Munge has successfully led student groups to Singapore through New Colombo Project funding, developing urban outdoor learning frameworks that challenge traditional nature-based paradigms. His collaborative research with Dr. Glyn Thomas examines environmental perception dynamics, while his solo work addresses practical challenges including dietary requirements for journey-based educators, weather safety management, and search and rescue operations. As Program Coordinator, he bridges academic theory with professional practice, preparing graduates for careers where personal attributes and experience remain paramount despite academic qualifications.

Rosalina DiazView profile

Associate Professor

• Gender Studies
• Identity and Power in Taino Society
• Historical Archaeology of the Caribbean
• +2 more

Rosalina Diaz is an Associate Professor of Anthropology at Medgar Evers College, City University of New York (CUNY). Her research explores intersections of gender, identity, and power in Taino society; historical archaeology of the Caribbean; ethnobotanical practices; and education inequality affecting Latinx and Caribbean populations in the U.S. PhD in Urban Education (Anthropology, Archaeology, Gender Studies) from The CUNY Graduate Center Former adjunct faculty: Hunter College, City College, BMCC, The New School, Boricua College Director, MEC Center for Teaching & Learning Excellence (2013-2016) Founder, Latinx Heritage Month Celebration and Association of Latinx Studies at MEC (2007) Current Columbia University TRTC program mentor Collaborator with University of Puerto Rico on environmental resilience projects Her scholarly work addresses educational equity through ePortfolio implementation, identity reclamation in diasporic Latinx communities, and preservation of Caribbean indigenous knowledge systems. Publications span ethnobotanical practices, gender dynamics in Taino archaeology, and pedagogical strategies for marginalized students. Scientific contributions include: Co-editor, Beyond Stereotypes: Children of Immigration in Urban Schools (2009) Founding directorship of academic support initiatives Keynote speaker at Ireland International Conference on Education (2016) Contributions to University of Florida Press and Sense Publishers volumes

• Cross-cultural visual communication design
• Codesign
• Indigenous knowledge systems
• +4 more

Professor Meghan Kelly is Head of School at the School of Communication and Creative Arts, Deakin University. Her research focuses on ethical design practices, codesign processes, and Indigenous knowledge systems in visual communication. PhD, Monash University Graduate Diploma in Training & Development, University of Melbourne Bachelor of Arts, Swinburne University of Technology Research interests include cross-cultural design, identity representation, and the negotiation of intangible knowledge into tangible outcomes across design sectors. Key projects include the International Indigenous Design Charter and community-driven museum development in Borneo. Her recent publications address design ethics, Indigenous collaboration, and public health visual communication. Awards include the Victorian Premier Design Award of the Year and Bates Smart Award . Supervises PhD candidates in topics spanning Indigenous design, identity representation, and digital technologies Recipient of Australian Research Council and DFAT grants for Indigenous-led creative practice Member of the Design Institute of Australia and International Council of Design

Stephanie RoachView profile

Associate Professor

• Rhetoric and Composition
• Writing Program Administration
• General Education
• +4 more

Stephanie Roach is an Associate Professor of English in the Department of Language and Communication at the College of Arts, Sciences and Education, University of Michigan-Flint, where she has taught since 2003. She specializes in nonfiction argumentative writing and writing theory across First Year Writing, General Education, and Writing major/minor programs. Her educational background includes a Ph.D. in English from the University of Connecticut (2003), an M.A. in English from Case Western Reserve University (1996), and a B.A. in English and Spanish from Adrian College (1994). Roach's research centers on Rhetoric and Composition with deep expertise in Writing Program Administration , General Education reform , and Reflective Pedagogies . Her work investigates assignment design, integrative learning frameworks, plagiarism prevention strategies, and the sociological dimensions of writing program leadership, emphasizing practical applications for curriculum development. Her recent publications reveal a cohesive trajectory exploring faculty-led innovation in writing assessment, particularly through ePortfolio systems and reflective practice methodologies. These works bridge theoretical composition studies with actionable program administration strategies, highlighting grassroots leadership and the psychological impact of reflective writing on student achievement. Her scholarly recognition includes: Nominee for Distinguished Professor of the Year Award (2021) Nominee for Robert Foster Cherry Award for Great Teaching (2020) University of Michigan-Flint Teaching Excellence Award (2019) Lois Matz Rosen Junior Faculty Excellence in Teaching Award (2006) Roach has secured substantial external funding as CoInvestigator, including an $85,000 Teagle Foundation grant (2022-2024) for the Certificate in Humanistic Inquiry and a $25,000 National Endowment for the Humanities award (2021-2022) for Liberal Arts Certificate development. Her administrative leadership spanned Director of Writing Programs and Associate Chair (2003-2021) and Director of General Education (2020-2023), where she advanced persistence initiatives and curriculum integration. She actively shapes interdisciplinary educational pathways through the Certificate in Humanistic Inquiry team and Writing Programs, fostering faculty collaboration on reflective pedagogy and ePortfolio implementation across campus.

Victoria BelousovaView profile

Associate Clinical Professor

• Pharmacy Education
• Educational Technology
• Teaching Methodologies
• +2 more

Victoria Belousova is a Clinical Associate Professor at the D'Youville School of Pharmacy, part of D'Youville University, where she is affiliated with the Department of Pharmaceutical, Social and Administrative Sciences. She teaches in the six-semester Professional Development of the Student Pharmacist course sequence, which focuses on developing professional competencies in pharmacy. Belousova is actively involved in academic governance as chair of the ePortfolio Committee and vice-chair of the Assessment Committee, while also serving as President of the Pharmacists Association of Western New York (PAWNY) and producer/host of the PAWNYCast podcast. PharmD, Albany College of Pharmacy and Health Sciences, 2014 PGY-1 Community Practice Residency, Union Medical Pharmacy, 2016 Certified Tobacco Treatment Specialist, Duquesne University/Council for Tobacco Treatment Training Programs, 2017 Classcraft Certified Educator Level 1, 2021 Minecraft Certified Instructor, 2021 Her research focuses on gamification and game-based learning in pharmacy education, aiming to develop innovative teaching strategies that enhance student engagement and knowledge retention. She has contributed to publications on these topics in journals like the American Journal of Pharmaceutical Education and Pharmaceuticals . Distinguished Faculty Award, D'Youville University (2022) PAWNY Distinguished Young Pharmacist Award (2019) Faculty Research Award in Liberal Arts, Social Sciences & Healthcare (2019) D’Youville Pharmacy Faculty of the Year (2019) Belousova serves as a faculty advisor for the PSSNY Chapter at D'Youville and participates in subcommittees for the American Pharmacists Association (APhA), including Healthy Heart and International Pharmaceutical Students' Federation initiatives. Her work bridges pharmacy education innovation and professional leadership.

Chandra Russell StoryView profile

Professor

• Women's Health
• Health Program Evaluation
• Health Equity
• +5 more

Dr. Chandra Russell Story is a Professor in the Department of Health and Human Performance within the College of Behavioral and Health Sciences at Middle Tennessee State University (MTSU), where she conducts community-engaged research focused on health equity and social determinants of health. Her work bridges academic scholarship with practical public health interventions, emphasizing marginalized populations including rural African American communities and women. Her educational background includes: PhD from University of Tennessee, Knoxville (2012) MHS from Boise State University (2004) BS from University of Tennessee, Knoxville (1992) Dr. Story's research centers on Women's Health, Health Program Evaluation, Health Equity, and Social Support systems. She has developed award-winning social marketing programs for youth suicide prevention during her tenure as a state grant coordinator for the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA). Her scholarship examines diabetes management in rural communities, mental health literacy, breastfeeding support mechanisms, and HIV advocacy through culturally appropriate frameworks. She employs community-based participatory research methods that prioritize trust-building and capacity development. Analysis of her 15 most recent publications (2019-2024) reveals consistent focus on health disparities through multiple lenses: social support networks in chronic disease management (particularly Type 2 Diabetes among rural African Americans), mental health service utilization in youth with intellectual disabilities, innovative digital interventions like social media for breastfeeding support, and faith-based community resilience strategies. Her work demonstrates methodological diversity spanning qualitative studies, epidemiological analyses, and program evaluations, all unified by commitment to culturally responsive solutions. Her professional recognition includes: Brock Foundation Teaching Award (2017) Dr. Story has secured and managed significant grants including SAMHSA-funded initiatives for youth suicide prevention. While specific advisees aren't listed in source materials, her collaborative publication record with students across 20+ publications indicates active mentorship. She partners extensively with community organizations, faith leaders, and public health agencies to implement evidence-based programs. She leads community-based interventions such as the Learning and Developing Individual Exercise Skills (LADIES) project, which examines physical activity promotion among African American women in faith settings. Her research teams frequently include interdisciplinary collaborators from public health, social work, and medical fields, with strong emphasis on community partnership throughout the research lifecycle.

Glynis BradfieldView profile

Associate Professor

• Distance Education
• Online Education
• Academic Advising
• +7 more

Glynis Bradfield serves as Associate Professor of Curriculum and Director of Adult & Online Student Services at Andrews University's Global Campus. In these roles, she leads the Center for Adult Degree Completion, Credit for Prior Learning programs, and Online Student Services, while directing and teaching the Integrative Studies program. Dr. Bradfield's educational background includes a PhD in Curriculum Studies from the University of Stellenbosch (2011), an MA in Education from Andrews University (1998), and additional qualifications from UNISA and Helderberg College in South Africa. Her research focuses on the intersection of faith and education within Adventist contexts, with particular emphasis on meaningful assessment of spiritual growth and effective strategies for supporting non-traditional students. Dr. Bradfield has developed the Growing Disciple Inventory, an assessment tool for measuring Christian spiritual development that has been implemented across multiple age groups and educational settings. Analysis of Dr. Bradfield's recent publications reveals a strong focus on innovative approaches to faith integration in higher education, with particular attention to how religious values can be effectively incorporated into curriculum design and teaching practices. Her work also addresses practical challenges in online and distance education, including academic integrity, student engagement, and effective advising strategies for adult learners. Professional contributions: Development of the Growing Disciple Inventory for assessing spiritual growth Leadership in establishing Credit for Prior Learning programs at Andrews University Creation of digital resources for Adventist educators worldwide Extensive research on faith integration in Adventist higher education Action research on best practices in non-traditional degree completion Dr. Bradfield provides comprehensive advising support for non-traditional and adult students through the Center for Adult Degree Completion. Her proactive advising approach emphasizes understanding each student's unique background and goals, with particular attention to how faith and learning can be integrated throughout the educational journey. She has developed specialized resources for dual enrollment students and those seeking credit for prior learning experiences. As leader of the Center for Adult Degree Completion, Dr. Bradfield oversees programs designed to help working adults complete their degrees through flexible scheduling and credit recognition. She also maintains important connections with the global Adventist education community through the circle.adventistlearningcommunity.com platform and adventisteducators.org blog.

• Psychometrics
• Educational Measurement
• Assessment Design
• +3 more

Prof Richard Arnett serves as Director of Psychometrics at the Royal College of Surgeons in Ireland (RCSI), holding dual appointments in the Health Professions Education Centre and Quality Enhancement Office since April 2018. Previously, he was Deputy Director of the RCSI Graduate Entry Medicine Programme from February 2006 to April 2018. His expertise spans educational measurement, assessment design, and psychometric analysis across multiple national and international medical and healthcare education contexts. Arnett holds a PhD from University College Dublin, complemented by a Further & Adult Education Teaching Certificate from City & Guilds and a Postgraduate Diploma in Project Management from Dublin Business School. His educational background supports his specialization in quantitative methods for educational research. His research focuses on psychometrics, assessment design, and performance standards maintenance in health professions education. Key interests include developing educational measurement scales, setting performance standards, and validating assessment instruments. Arnett's work addresses critical challenges in medical education assessment, including transnational program alignment, progress testing implementation, and technology-enhanced assessment security. Analysis of his 15 most recent publications reveals consistent focus on medical education assessment methodologies , with particular emphasis on competency-based frameworks, human factors in assessment environments, and technological adaptations for educational measurement. His work spans diverse healthcare contexts including medicine, surgery, pharmacy, and radiology training. As Psychometric Consultant for the UK & Ireland Intercollegiate Board of Surgical Examiners and the Irish Institute of Pharmacy, Arnett provides strategic guidance on assessment design and quality assurance for national certification programs. His collaborative work extends to multiple international postgraduate and professional training initiatives. Arnett leads assessment strategy for RCSI's new undergraduate Medicine curriculum and supports data requirements for educational accreditation activities. He teaches the assessment module in the RCSI Diploma in Health Professions Education and an undergraduate module on Statistical Programming, demonstrating his commitment to developing assessment literacy among health professions educators.

Dwayne HarapnuikView profile

Clinical Professor

• Educational Technology
• Online Learning
• Instructional Design
• +5 more

Dwayne Harapnuik, Ph.D., is a Clinical Instructor in the Department of Educational Leadership within the College of Education and Human Development at Lamar University. A learning theorist with over 30 years of experience, he specializes in using media and technology to enhance learning environments and is the co-developer of Lamar University's M.Ed. in Digital Learning and Leadership (DLL) program. Dr. Harapnuik has held academic positions at multiple institutions including the University of Alberta, Abilene Christian University, Vancouver Community College, and British Columbia Institute of Technology. Dr. Harapnuik's research centers on the CSLE+COVA approach (Creating Significant Learning Environments by providing learners Choice, Ownership and Voice through Authentic learning opportunities), which serves as the pedagogical foundation for the DLL program. He has been a pioneer in online learning, beginning to teach fully online courses at the University of Alberta in 1995, and later co-developing ACU Connected, a mobile learning initiative at Abilene Christian University that implemented campus-wide use of iPhones and iPads. His 2017-2024 publications demonstrate a consistent focus on authentic learning environments, ePortfolio development, mobile learning strategies, and the implementation of the CSLE+COVA framework. Rather than chasing technology trends, his work emphasizes meaningful integration of tools that support student agency and significant learning experiences. Awards and Recognitions: Invited Keynote Speaker at multiple conferences (2010-2014) International Needs President's Award (1992 & 2002) Top Paper at WebNet 98 World Conference Best Academic Web Site Award from N.A. Web Society (1996) Dr. Harapnuik provides leadership through the Education Advisory Board for the DLL program and has served on curriculum committees at Lamar University. His teaching portfolio includes courses on educational technology, organizational change, disruptive innovation, creating significant learning environments, digital learning contexts, assessment, professional development, and capstone experiences. His website at www.harapnuik.org serves as a hub for his publications, presentations, and ongoing research in educational technology and learning theory.

Danny DavisView profile

Professor

• Mathematics
• Statistics

Danny Davis is a Professor of Mathematics at Shorter College, a 4-year educational institution in Georgia, United States, where he has held faculty status since September 7, 2000. His primary academic affiliation resides within the Mathematics discipline under the broader field of Mathematics and Statistics. His research expertise spans the foundational domains of Mathematics and Statistics , with advanced proficiency documented in institutional records. These disciplines form the core of his scholarly contributions and pedagogical focus. Professor Davis has significantly enriched academic resources through 67 submitted educational materials, demonstrating sustained engagement with curriculum development: Authored Materials Learning Exercises Bookmark Collections Course ePortfolios Content Builder Materials