Find Academic Supervisors

• Evolutionary Biology
• Behavioural Ecology
• Population Genetics
• +4 more

Dr. Magda Charalambous is a Senior Lecturer in the Department of Life Sciences at Imperial College London (Faculty of Natural Sciences). She holds a Senior Fellowship of the Higher Education Academy and an MEd in University Learning & Teaching. Her roles include Deputy Senior Tutor, Year 2 BSc Biological Sciences Convenor, and module leader for Genetics, Behavioural Ecology, and Ecosystems Field Skills. She is affiliated with the Georgina Mace Centre for the Living Planet and contributes to committees like Teaching, Widening Participation, and Student-Staff. Her research spans evolutionary biology, population genetics (e.g., dipteran vectors of diseases like malaria), and education innovation. Pedagogical interests include reflective ePortfolios for feedback, team-based learning, and transitioning to university-level studies. She champions active learning methods (e.g., flipped classrooms, R programming for statistics) and curriculum modernization, redesigning modules to emphasize statistical literacy. Her articles address challenges in entomology, ecology education, and student feedback mechanisms, reflecting her dual focus on scientific inquiry and educational effectiveness. She has no stated scientific awards but actively contributes to Imperial’s educational initiatives and policy reviews.

Caroline RosenthalView profile

Professor

• Mobility Studies
• Transatlantic Romanticism
• Nature Writing
• +5 more

Prof. Dr. Caroline Rosenthal is a leading scholar in American Studies at the University of Jena, specializing in North American literature and culture. She has held the Chair of American Studies since 2009 and is a member of several academic boards including the Journal of English and American Studies editorial board (since 2023). Research Leadership : Coordinates the graduate school "Model Romanticism" (since 2015) Public Engagement : Regularly contributes to media discussions on cultural topics Teaching Innovation : Developed interdisciplinary courses on ePortfolios and experiential learning International Collaboration : Works with Canadian institutions and European research networks Research Specializations : Mobility and spatial studies in North American contexts Ecopoetics and Anthropocene literature Comparative North American studies Material culture analysis Hydroregionalism and water studies Indigenous knowledge systems Recent Publication Trends (2025-2019): Environmental humanities focus with 8 articles Canadian studies contributions (5 articles) Thoreau/Transcendentalism research (3 articles) Urban-nature intersections (4 articles) Material culture analysis (4 articles) Academic Service : Ombudsperson for scientific ethics (since 2022) Chair of Canadian Studies Foundation (since 2019) Former President of Society for Canadian Studies (2015-2017) Teaching Innovation includes: Experiential learning projects (e.g., Calgary Stampede excursions) ePortfolio assessment methods Interdisciplinary team-teaching approaches Focus on material culture pedagogy

• Spanish Language
• Hispanic Literature
• Hispanic Studies
• +2 more

Teresa Fernandez-Ulloa serves as an Associate Professor at California State University, Bakersfield, where she has maintained active faculty status since November 2015 with recent engagement confirmed through a July 18, 2025 login. Her academic work centers on Spanish language and culture within the institutional discipline framework of Humanities and World Languages. Her research interests span Spanish Language, Hispanic Literature, and Hispanic Studies, situated within broader World Languages and Humanities contexts. This focus reflects her contributions to linguistic and cultural scholarship in Spanish-speaking communities. No scientific awards or honors were documented in the provided profile information. Professional activities include the development of educational resources, specifically 2 Course ePortfolios and 8 Content Builder Materials. The available text contains no details regarding graduate student mentorship, research grants, laboratory affiliations, or collaborative research teams.

Trisha PooleView profile

Senior Lecturer

• Online professional development
• Professional learning
• Digital literacies
• +7 more

Dr. Trisha Poole is an Academic Developer at the University of Southern Queensland with 22 years of tertiary teaching experience. She holds a PhD from USQ and serves as a research supervisor across multiple education fields including English as a Second Language, Teacher Education, and Higher Education. Her research focuses on effective online professional learning and development for in-service teachers, digital literacies, social media in education, TESOL, and the Scholarship of Teaching and Learning (SoTL). Dr. Poole has developed a conceptual framework for online professional development based on empirical literature and teacher experiences, with her 2022 PhD dissertation representing a significant contribution to this field. Dr. Poole leads multiple academic development initiatives at USQ including Learning & Teaching Orientation, Seminar Series, and L&T Grant schemes, with consistently high participant ratings (4.79/5 for Orientation, 4.81/5 for Seminar Series). Her publications span educational technology, language teaching, and professional development, with her most recent work focusing on conceptual frameworks for effective online teacher development. Senior Fellow, Higher Education Academy Executive Member, HERDSA Queensland Branch Member, Higher Education Research and Development Society of Australasia As an educator, Dr. Poole implements a mentoring approach with dialogic feedback that students consistently praise for its transformative impact on their teaching practice. She has supported 15 teaching and learning grant projects to completion and provides comprehensive coaching for academics seeking teaching awards and grants.

• Music Education
• Gifted Education
• Adolescent Development
• +7 more

Professor Jennifer Rowley is a distinguished academic in Music Education at the Sydney Conservatorium of Music, University of Sydney. She holds the academic rank of Professor and leads the Bachelor of Music (Music Education) and Master of Music (Music Education) programs. Her research focuses on gifted education, adolescent development, eLearning, teacher professional standards, and cultural diversity in education. She has pioneered ePortfolio frameworks to enhance reflective learning and professional identity formation in arts students, supported by a $220,000 Australian Federal Government OLT grant. Education: BA, DipEd, MEd, GradDipHigherEd, PhD (UNSW). Her career spans secondary teaching in multiple countries, including Australia, France, England, and Japan, followed by higher education roles at UNSW and University of Wollongong before joining Sydney Conservatorium in 2006. She transitioned to full-time faculty in 2008. Research interests include: Gifted education and teacher training Identity development of music educators ePortfolio applications in arts curricula Cultural diversity in school settings Music therapy for children with autism Curriculum alignment with professional standards Recent grants include a Sydney eLearning partnership to develop internship ePortfolio frameworks and a Humanities cluster project evaluating academic learning spaces. She has authored books on music leadership and pedagogy (Routledge, 2019-2025) and Springer’s ePortfolio monograph (2017). Awards: 2007 Faculty Teaching Award. Supervision focuses on music education challenges, including gifted student training, music curriculum implementation, and assessment practices in NSW schools.

• Information Systems in Human Services
• Decision-Making
• Systems Theory
• +2 more

Dale Fitch is Professor at the University of Missouri School of Social Work, where he applies systems theory and computational methods to human service organizations. His research develops frameworks for information system design in social work contexts. Fitch's work bridges technology and social work practice through organizational cybernetics models, examining decision support systems in child welfare and evidence-based practice implementation. Recent publications address digital portfolios in education and neighborhood-level risk modeling. His scholarship demonstrates consistent focus on technology integration in social services, from database architectures to algorithmic accountability. Current projects explore digital resilience in adolescents and competency-based assessment methods.

• Higher Education
• Relational Pedagogies
• Technology-Enhanced Feedback
• +3 more

Chris Deneen is an Associate Professor at the University of South Australia (UniSA) within the school of UniSA Education Futures. His work focuses on relational pedagogies, technology-enhanced feedback, and assessment practices in higher education. He has contributed to understanding how educators adapt during disruptions like the pandemic, emphasizing the enduring role of relational teaching methods. His research also explores student feedback literacy, eportfolios, and the integration of technology in assessment. Notable collaborations include studies on pandemic-era teaching strategies and the design of effective feedback systems. Key research areas include the interplay between assessment and technology, curriculum change, and the challenges of sustaining pedagogical innovation. His recent projects analyze the impact of AI on educational publishing and assessment frameworks. Despite no explicit mention of awards, his extensive peer-reviewed publications reflect scholarly recognition. He remains active in academic communities, contributing to journals like Teaching in Higher Education and Australasian Journal of Educational Technology . Chris maintains an email address at Chris.Deneen@unisa.edu.au and is affiliated with multiple institutions, including past roles at RMIT University and Nanyang Technological University. His work bridges theory and practice, addressing both foundational and applied aspects of educational research.

Cyndi RickardsView profile

Teaching Professor

• Criminology
• Community-Based Learning
• 21st-Century Skills Development
• +5 more

Cyndi Rickards, EdD, is a Teaching Professor in the Department of Criminology and Justice Studies at Drexel University. With over a decade of experience in criminal justice administration, her research focuses on racial disparities in juvenile justice, 21st-century skills development through democratic engagement, and technology-enhanced educational tools. She teaches innovative courses within the Philadelphia Prison System, co-developed the UConnect urban extension center, and integrates community-based learning across disciplines. Education: EdD in Educational Leadership and Policy, Drexel University (2015) MS in Criminal Justice, Saint Joseph's University (1998) Research Interests: Dr. Rickards explores racial disparities in criminal justice systems, the role of technology in education (e.g., ePortfolios), and collaborative learning models like the Inside-Out course. Her work emphasizes civic engagement, correctional mental health ethics, and interdisciplinary approaches to public health and law enforcement. Key Contributions: She co-founded UConnect to improve urban social service access and pioneered SIM City-based community engagement tools. Recent work includes mapping historical injustice in criminology education and fostering police-citizen dialogue through 21st-century training models. Advising & Grants: While no formal advisees are listed, her courses engage incarcerated and Drexel students collaboratively. Grants and funding sources are not explicitly detailed in the provided materials. Labs/Teams: Collaborates with Drexel’s Lindy Center for Civic Engagement and leads projects at UConnect, focusing on urban extension and community partnerships.

John McInerneyView profile

Senior Lecturer

• Medical Imaging Education
• Patient Safety
• Health Professions Education
• +3 more

John McInerney is a Senior Lecturer in the Department of Medical Imaging & Radiation Sciences at Monash University. His roles include academic leadership in healthcare education, radiography curriculum development, and research focused on patient safety, interprofessional collaboration, and regulatory practices. He holds a BSc(Rad) from University College Dublin, a Postgraduate Certificate in CT Imaging from the University of Bradford, and a Higher Diploma in Health Professions Education from Monash University. Education qualifications include: BSc(Rad) Hons, University College Dublin (1999) Postgraduate Certificate in CT Imaging, University of Bradford (2006) Higher Diploma in Health Professions Education, Monash University (2017) Research interests emphasize enhancing healthcare education through innovative methods like simulation-based learning and ePortfolios. He has led projects such as 'Framing Postgraduate Curriculum and Assessment for Digital Health' and explored regulatory impacts on radiography practices. His work contributes to UN Sustainable Development Goals related to quality education and good health. Key awards include the FMNHS Dean’s Award for Excellence in Education (2019) and Monash Student Teaching Excellence Award (2020). He has been active in organizing conferences and workshops on topics like ePortfolio Australia and interprofessional education.

Malinda MatneyView profile

Adjunct Assistant Professor

• Educational Assessment
• Higher Education Administration
• Student Affairs
• +3 more

Malinda Matney is an Adjunct Assistant Professor at the Marsal Family School of Education and Managing Director for Educational Development and Assessment Services at the University of Michigan's Center for Research on Learning & Teaching. She is based at 1071 Palmer Commons, Ann Arbor, MI. Her work focuses on educational assessment, student affairs, and higher education policy. Research interests include evaluating postsecondary education outcomes, hazing prevention, LGBTQ+ student mental health, and the role of fraternities/sororities in academic environments. She also explores innovative teaching practices, ePortfolios for integrative learning, and strategic planning in student affairs. Her articles span topics from sustainability education to institutional dynamics, reflecting a commitment to practical applications in higher education. Recent work emphasizes interdisciplinary approaches to address challenges in assessment, faculty development, and student well-being. Malinda contributes to the Center for Research on Learning & Teaching, advancing educational development through collaborative initiatives and policy analysis.

• ePortfolios
• Medical Education
• Dental Education
• +5 more

Simon Cotterill is a researcher at Newcastle University specializing in the integration of ePortfolios and educational technology into medical and dental curricula. His work focuses on enhancing personal development planning , reflective learning , and digital assessment tools to support lifelong education and clinical training. Research Interests: Simon’s research spans the design and implementation of ePortfolios for medical and dental education, curriculum development, and the use of blogs and mobile technologies to support learning outcomes. He emphasizes interoperability , student mobility , and structured digital environments to improve educational and clinical practices. Publication Trends: His articles highlight the evolution of ePortfolios in higher education, with applications in undergraduate medicine , dentistry , and teacher training . Key themes include independent learning , peer review , clinical guidelines , and collaborative learning through digital tools. Collaborative Projects: Simon has contributed to regional initiatives like the EPICS-2 JISC Final Report and Co-Curate , which engage schools and communities in digital resource development. His collaborations span departments of medicine, dentistry, and educational technology, demonstrating cross-disciplinary impact. Academic Contributions: His work includes evaluating ePortfolio systems in undergraduate medicine , clinical appraisal , and mobile learning , aiming to align pedagogy with technological advancements. He also explored generic ePortfolio frameworks for standardized educational support.

Nate Whelan-JacksonView profile

Associate Professor

• Moral Education
• Ethics
• American Philosophy
• +2 more

Nate Whelan-Jackson serves as Associate Professor in the Department of Religion and Philosophy at Capital University, teaching courses including Classical Greek Philosophy, Philosophy of Religion, and Ethical Issues and Contemporary Religious Conviction (UC-410) with emphasis on community engagement. Based in the Convergent Media Center (Room 215), he integrates philosophical inquiry with personal reflection to address live moral quandaries. His academic foundation includes: B.A. in Philosophy from Capital University (2006) M.A. in Humanities from University of Chicago (2007) M.A. in Philosophy from Baylor University (2011) Ph.D. in Philosophy from Baylor University (2014) Research centers on ethics and moral education through American pragmatist frameworks, interrogating whether moral reasoning requires rules and exploring alternatives. Recent work critically examines how people with disabilities are dismissed as authorities about their experiences, merging disability studies with classical American philosophy. This evolution reflects a commitment to applying philosophical tools to embodied, real-world justice issues. Publication trends (2017-2025) reveal a decisive shift toward disability studies, with 80% of recent work analyzing inclusion through sports, democratic participation, assistive technology, and Latin American Buen Vivir philosophy. Articles consistently employ pragmatist methodology to bridge theory and practice, emphasizing community agency and challenging epistemic exclusion in disability discourse. Scientific Awards: No awards documented in source materials. Advising and grants remain unspecified in available texts, though his Reflective Pedagogy Community of Practice (2023) indicates institutional leadership in curriculum development. Teaching innovations like project-based community learning demonstrate applied educational philosophy beyond traditional advising structures. No dedicated research labs or formal teams are referenced; collaborative work appears course-embedded through community partnerships and interdisciplinary publications.

• Nursing Leadership
• Health Promotion
• Ethics in Nursing
• +5 more

Francine M Parker serves as the Betty McClendon Fuller Professor at Auburn University, where she has held a nursing faculty position since transferring from Auburn Montgomery in 2006. With over 20 years of academic experience, she teaches senior-level nursing leadership and professional concepts along with graduate courses in health promotion and quality. Her educational foundation includes a Doctor of Education from Auburn University (2004), a Master of Science in Nursing from the University of Alabama at Birmingham (1988), and a Bachelor of Science in Nursing from Troy University (1979). Her educational credentials are: Doctor of Education - Auburn University - 2004 Master of Science in Nursing - University of Alabama at Birmingham - 1988 Bachelor of Science in Nursing - Troy University - 1979 Dr. Parker's research integrates nursing leadership, ethics, and interdisciplinary collaboration, with significant focus on moral distress, ethical work environments, and transformative learning in nursing education. Her work extends into environmental design through partnerships with interior design and landscape architecture disciplines, examining how physical spaces impact nurse stress and community health outcomes. She actively explores technological innovations like e-portfolios for professional assessment and development. Analysis of her 2011-2014 publications reveals consistent thematic threads connecting ethical practice environments to nurse retention, leadership development through transformative learning, and the application of technology in nursing education. Her research demonstrates a strong commitment to bridging clinical practice, educational theory, and environmental design to improve healthcare systems. Her teaching excellence has been recognized through: Irma Moore Faculty Excellence award (awarded twice) Distinguished Teaching Fellow designation SGA Outstanding Nursing Faculty award (2008 and 2009) Dr. Parker has mentored MSN graduate students in research projects and served for a decade on the Alabama Department of Public Health Informal Dispute Resolution panel. Appointed by Governor Robert Bentley to the Alabama Board of Nursing in 2012, she contributes to regulatory oversight of nursing practice. Her grant activities include the $11,475 Auburn University ePortfolio Project focused on faculty development for curriculum-wide implementation of digital portfolios.

Serra T. De ArmentView profile

Associate Professor

• Special Education
• Teacher Preparation
• Inclusive Education
• +2 more

Dr. Serra De Arment is an Associate Professor in the Department of Counseling and Special Education at Virginia Commonwealth University's School of Education. She holds a Ph.D. in Education with a concentration in special education and disability policy from VCU, an M.T. in special education from the University of Virginia, and a B.A. in psychology from the University of Virginia. Her research focuses on teacher preparation in early childhood and K-12 special education, collaborative teaching practices, universal design for learning, open educational resources, and self-study of teacher education practices. She coordinates the Post-Baccalaureate Graduate Certificate Program in Special Education Teaching K-12 and teaches in the M.Ed. in Special Education program. Her publications demonstrate a strong focus on inclusive education strategies, interdisciplinary collaboration, and adaptive teaching methods. Recent works explore personnel preparation models, international educational frameworks, and interventions for diverse learners. The research consistently addresses equity, accessibility, and professional development in special education contexts. VCU School of Education Distinguished Teaching Award (2021) VCU School of Education Distinguished Dissertation Award (2016) Children's Hospital of Richmond Spirit of Advocacy Award (2015) National Board Certified Exceptional Needs Specialist (2009) She has led multiple funded projects including TEACH-Special Education ($75,318), T4VaSE ($82,744), and Project PIRR ($1,162,539), focusing on preparing professionals to serve young children with disabilities.

• Organizational Behavior
• Leadership Development
• Employee Engagement
• +6 more

Katie P. Desiderio is a Professor of Management and Assistant Vice President for Corporate-Educational Partnerships at Moravian University's School of Business & Economics. She earned her B.A. and MBA from Wilkes University and a Ph.D. in Organizational Learning and Leadership (HRD) from Barry University. Her expertise spans leadership development, mindfulness in the workplace, and optimizing human performance. She co-authored the Wall Street Journal bestseller *The Beekeeper* and has been recognized with awards including the Lindback Distinguished Teaching Award and inclusion in Lehigh Valley's '40 Under 40.' Her research focuses on employee engagement, flow theory, and organizational citizenship behaviors. She leads courses like 'Mindfulness in Sport' and 'Happiness in the Workplace,' integrating practical insights with academic rigor. As a scholar-practitioner, she bridges theory and application through her work with organizations like Proximal Development LLC, specializing in leadership development. Dr. Desiderio has published extensively in journals like *Performance Improvement* and *Human Resource Development Quarterly*, contributing to sales training, generational workforce dynamics, and crisis management strategies. She actively engages with industry via roles in the Academy of Human Resource Development and Society for Human Resource Management. Awards: Lindback Award, 2023 WSJ Bestseller, Forty Under 40 Honoree, Golden Apple Teaching Award Grants/Advising: Leads Moravian's ePortfolio initiatives and collaborates with local businesses on workforce development. Teams: Principal Partner at Proximal Development LLC; Co-Chair, SHRM Lehigh Valley Chapter.