Find Academic Supervisors

• Digital Writing
• Generative AI in Education
• Digital Media Studies
• +4 more

Robert E. Cummings is a Professor of Writing and Rhetoric and Executive Director of Academic Innovation at the University of Mississippi. He directs the Interdisciplinary Minor in Digital Media Studies and leads the Academic Innovations Group (AIG) and Center for Excellence in Teaching and Learning (CETL), focusing on evidence-based teaching strategies and professional development for faculty. His academic roles emphasize bridging technology and pedagogy, particularly in digital writing instruction. Education: B.A. in English, University of Tennessee-Knoxville (1990) M.A. and Ph.D. in English, University of Mississippi (1999, 2006) Research Interests: Cummings explores the intersection of digital tools and writing pedagogy, including generative AI’s impact on writing, Wikipedia’s role in education, and post-pandemic digital instruction. He collaborates with computer science researchers to study AI-human dynamics in writing processes. His work emphasizes open educational practices, resilience in teaching, and inclusive digital platforms. Publications Trends: His articles analyze AI writing tools, pandemic-era pedagogy shifts, and long-term trends in digital writing instruction. Recent work focuses on frameworks for integrating AI into first-year writing programs while addressing ethical and practical challenges. Awards: No scientific awards explicitly mentioned in the provided materials. Advising & Grants: No student advising records or grant details are listed. Current responsibilities include curriculum development and institutional innovation initiatives. Labs/Teams: Leads the Academic Innovations Group and collaborates with CETL to advance teaching strategies across the University of Mississippi campus.

Martha SullivanView profile

Associate Professor

• Ceramics
• Product Design
• Wellness
• +3 more

Martha Sullivan serves as the Department Chair and Associate Professor of Practice in the Industrial Design program at Virginia Polytechnic Institute and State University. Her work bridges ceramics , product design , wellness , and community development , with a focus on interdisciplinary collaboration and contemplative practices in design education. Education : M.S.Arch in Industrial Design and B.S. in Geology, both from Virginia Tech Research interests span ceramic arts , mindful design , digital fabrication , and sustainable material practices . Her scholarly outputs include ceramic installations , pedagogical research , and international collaborations in Norway and China. Recent publications highlight subliminal material experiences (2023), student learning assessment (2022), and biomimetic design methodologies (2020). Sullivan’s work emphasizes the intersection of craft and technology , with consistent recognition for teaching excellence and community engagement . Scientific Awards School of Architecture + Design Outreach Award (2022) Excellence in Teaching Award (2022) New River Valley Leading Light Award for service (2019) Tau Sigma Delta National Honor Society (2006) Teaching responsibilities include courses in Handbuilding Clay , Molded Ceramics , and Needs Identification in Healthcare , alongside directing Study Abroad programs.

Orphée De ClercqView profile

Assistant Professor

• Natural Language Processing
• Machine Learning
• Readability Prediction
• +7 more

Orphée De Clercq is an Assistant Professor at Ghent University, specializing in language technology for educational applications. Her research focuses on leveraging Natural Language Processing (NLP) and Machine Learning (ML) to enhance computer-assisted language learning , readability prediction , and automated writing evaluation . She also explores sentiment analysis , emotion detection , and event coreference resolution in Dutch and multilingual contexts. Education : PhD in 2015 with groundbreaking work in readability prediction and fine-grained sentiment analysis for Dutch. Research Trends in her recent publications emphasize: Readability across domains and languages Emotion Detection using transformers and affect lexica Event Coreference in cross-document news Automated Writing Evaluation through NLP Implicit Sentiment Analysis in user-generated content Cross-Lingual Transfer with multilingual datasets She co-supervises four PhD students and contributes to interdisciplinary projects like Steunpunt Toetsen , SentEMO , and NewsDNA . Her teaching includes courses on digital communication and Computer-Assisted Language Learning .

• French Didactics
• Spanish Didactics
• Digital Culture in Education
• +4 more

Myriam Daniele Coco is an Associate Professor in French Didactics at the Department of Foreign Languages, University of Bergen. She actively contributes to research groups such as the Research Group for Digital Culture, The Caribbean: Identities and Conflicts (as leader), and Conditions and Strategies for Developing Language Competences. Her work bridges digital culture, language didactics, and Caribbean sociocultural dynamics. Research Interests : French and Spanish as second/foreign languages Creole teaching in Martinique Representations and beliefs in language learning Digital culture's role in education Her publications since 2004 emphasize the intersection of technology and pedagogy, including virtual role-plays, digital games, and ePortfolios. These works address discourse analysis, ethical challenges in qualitative research, and identity/citizenship development through language education. Notable projects include NORPART NORCAM (2019-2023), DISPRA (ongoing), and INVITIS (2001-2003). Leadership : Research Group for The Caribbean: Identities and Conflicts

Michael K. ThomasView profile

Associate Professor

• Educational Technology
• Cultural Dimensions in Learning
• Qualitative Research Methods
• +3 more

Michael K. Thomas is an Associate Professor in the Department of Educational Psychology at the University of Illinois at Chicago. His research focuses on cultural dimensions of technology implementation in learning environments, emphasizing culturally grounded design and the role of stakeholders in technology adoption. He has expertise in qualitative research methodologies, particularly grounded theory, and has explored topics such as game-based learning, cybersecurity education, and flipped classrooms. Previously, Thomas taught at the University of Oklahoma, University of Wisconsin-Madison, and University of North Carolina, Charlotte. He has also served as an ESL/EFL teacher in New York City Public Schools and internationally. His current research interests include the philosophical dimensions of educational research and the design of technology-rich innovations for learning. Key grants include an NSF-funded project on a cybersecurity collectable card game for children. His work has been published in journals like Educational Technology Research and Development and Journal of Formative Design Learning , with a focus on cultural dynamics in educational technology. Thomas teaches courses in Qualitative Research, Inquiry Methods, and Qualitative Data Analysis. His research bridges cultural studies, educational technology, and design theory, advocating for context-sensitive innovation in learning technologies.

Rajib GangulyView profile

Associate Professor

• Astrophysics
• Supermassive Black Holes
• Quasars
• +5 more

Rajib Ganguly is an Associate Professor of Physics and Program Director in the Department of Applied and Engineering Physics at the College of Innovation and Technology , University of Michigan-Flint. He previously held roles in the Department of Computer Science, Engineering, & Physics under the College of Arts and Sciences from 2009 to 2021. Education : Ph.D. in Astronomy & Astrophysics (2002) from The Pennsylvania State University. Research Interests : Focus on quasar outflows , supermassive black holes , intrinsic absorption lines , and circumgalactic medium using observational data from Hubble Space Telescope and other instruments. Grants : Multiple NASA-funded projects on quasar outflows, including Mapping the Multiphase High Velocity Clouds (2012-2015) and The Geometry of Quasar Outflows (2012-2015). Professional Contributions : Published extensively in journals like Monthly Notices of the Royal Astronomical Society and The Astrophysical Journal , with a focus on quasar winds , gas dynamics , and galactic halo studies .

Katrina LiuView profile

Associate Professor

• Teacher education
• Diversity and equity
• Teacher-student diversity gap
• +13 more

Katrina Liu is an Associate Professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas College of Education. Her research focuses on equity-oriented teacher education, critical reflection for transformative learning, digital equity, and critical counter-narratives as research methodologies. Education: Ph.D. in Curriculum and Instruction, University of Wisconsin-Madison (2011) Ph.D. minor in Educational Leadership and Policy Analysis Graduated from Beijing Normal University Her scholarship explores critical reflection frameworks, teacher diversity gaps, and leveraging technology like augmented reality and virtual supervision to enhance equity in urban, rural, and international contexts. She is author of the book Critical Reflection for Transformative Learning (2020, Springer). Grants: She has secured federal and state grants, including two Department of Education Fulbright Group Projects Abroad awards for international teacher development (2013 PI, 2017 Co-PI), an NSF Noyce Grant on STEM teacher education (2023–2028, Co-PI), and a Wisconsin outreach grant on next-generation learning models (2013, Co-PI). Professional Service: She serves as Secretary of the Division K Teaching and Teacher Educating (2023–2025) and Member-at-Large of the SIG Executive Committee (2022–2025) at the American Educational Research Association.

Jack HardyView profile

Associate Professor

• Applied Linguistics
• Corpus Linguistics
• Language Education
• +6 more

Jack Hardy is an Associate Professor of Linguistics at Oxford College of Emory University , with affiliations at Emory College of Arts and Sciences and prior roles at Georgia State University, College of Southern Nevada, and Universidad Iberoamericana. His work bridges applied linguistics , corpus linguistics , and language education , focusing on disciplinary variation in writing and empirical research methods. Education: BA, University of Arizona (2005) MA, Universidad de las Américas, Puebla (2007) PhD, Georgia State University (2014) Dr. Hardy’s research emphasizes corpus-based sociolinguistics , disciplinary writing variation , and integrated language-teaching approaches . He explores how student writing differs across academic fields and online contexts, with projects like the Corpus-Assisted Discourse Studies and analysis of biomedical research articles in English and Chinese. His recent work includes metadiscourse in undergraduate ePortfolios and political discourses in Western Europe. His publications and co-edited volumes, including The Routledge Handbook of Corpus Approaches to Discourse Analysis (2021), highlight trends in multi-dimensional analysis , world Englishes , and formulaic language . Articles span topics from pedagogical applications of corpora to gendered discourses and obituary rhetoric . Scientific Awards: Recognition for Excellent Teaching, Phi Beta Kappa (2020, 2017, 2015) Dr. Hardy actively mentors undergraduate students in research and publication, with collaborators presenting at conferences like the International Corpus Linguistics Convention . He has led workshops on action research , corpus-driven teaching , and conference proposal writing . His projects also include analyzing Twitter and Weibo for feminist discourses and food blogs for parasocial interaction.

Thomas CochraneView profile

Associate Professor

• Technology Enhanced Learning
• Mobile Learning
• Mixed Reality Learning Environments
• +5 more

Thomas Cochrane is an Associate Professor in Technology Enhanced Learning in Higher Education at the Melbourne Centre for the Study of Higher Education, University of Melbourne. His expertise centers on qualitative research in technology-enhanced learning, with specializations in mobile learning, mixed reality environments, heutagogy (self-regulated learning), communities of practice, and the scholarship of technology-enhanced learning. With over 50 peer-reviewed journal articles, 32 book chapters, and more than 150 conference proceedings, Cochrane has established himself as a leading researcher in educational technology. His research interests focus on innovative pedagogical approaches enabled by technology, particularly examining how mobile and social media tools can transform teaching and learning experiences. Cochrane's work emphasizes action research and design-based research methodologies, exploring how technology can create authentic learning environments that bridge virtual and physical spaces. His specializations include developing frameworks for mobile learning, designing immersive reality environments for healthcare education (such as the Mesh360 project), and investigating self-determined learning approaches through heutagogy. Analysis of Cochrane's recent publications reveals a strong emphasis on educational design research, virtual reality applications in education, professional development frameworks for educators, and mobile learning methodologies. His work demonstrates a consistent focus on practical applications of technology in higher education, with particular attention to healthcare education, journalism, and transdisciplinary curriculum design. The publications show increasing integration of immersive technologies and a growing interest in addressing post-pandemic educational challenges through blended and hybrid learning models. Professor Cochrane actively contributes to academic communities through the ASCILITE Mobile Learning Special Interest Group, where he has developed collaborative networks with researchers globally. His professional development initiatives include CMALT (Certified Member of the Association for Learning Technology) accreditation frameworks and cMOOCs (connectivist Massive Open Online Courses) for lecturer professional development. He has also led projects on mapping professional accreditation pathways in higher education and developing frameworks for authentic healthcare education using wearable and immersive technologies. His collaborative work extends across multiple institutions and disciplines, with notable partnerships in healthcare education, journalism, and engineering. Current projects include exploring generative AI in education, developing virtual performance halls, and designing immersive reality environments for paramedic education. As a networked academic, Cochrane maintains strong connections with colleagues across Australia and internationally, contributing to the global discourse on technology-enhanced learning.

Celia Brewer SinclairView profile

Senior Lecturer

• Scholarship of Teaching and Learning
• Pedagogy
• Higher Education
• +7 more

Celia Brewer Sinclair is a Senior Lecturer in Religious Studies at the University of North Carolina at Charlotte, where she teaches courses for the General Education program and the Honors College. Her current course offerings include “A Good Life: What is it? How does one live it?” (LBST 2101) and “Heroes and Warrior Women” (LBST 2102). She holds a B.A. from Duke University and an M.A. from Yale Divinity School. Research Interests: Her work centers on the Scholarship of Teaching and Learning, emphasizing pedagogical strategies such as the flipped classroom, active learning, team-based learning, online learning environments, and the integration of ePortfolios in education.

Pete EvansView profile

Senior Lecturer

• Digital Education
• Knowledge Work
• Workplace Learning
• +3 more

Dr Pete Evans is a Senior Lecturer at the Moray House School of Education and Sport, University of Edinburgh, and a member of the Institute for Education, Community & Society (IECS). He joined the university in 2008 and holds a PhD from the University of Edinburgh. His research focuses on digital education, knowledge work, workplace learning, and interdisciplinary methodologies. He leads the European Students Sustainability Auditing project (2016–2019) and previously managed the Lang2Tech project (2011–2013), which developed ePortfolio-based language assessment tools. He is a Fellow of the Higher Education Academy (FHEA) and teaches on MSc programs in Digital Education, Social Justice, and Education. His work bridges theory and practice, emphasizing experiential learning and micro-credential frameworks. Education: BA (Hons) Politics (University of Liverpool), MBA (University of Strathclyde), PhD (University of Edinburgh). Key Projects: European Students Sustainability Auditing (ERASMUS+, 2016–2019) Lang2Tech (European Commission, €365K funding, 2011–2013) PROPOUND (2011–2013, competence-based postgraduate education model) Research Themes: Micro-credentials and digital badging Online pedagogy and the Manifesto for Teaching Online Social responsibility in higher education through experiential learning Awards: Fellow of the Higher Education Academy (FHEA). Advising & Grants: Open to PhD supervision, with extensive experience in grant-funded projects totaling over €500K in funding. Labs/Teams: Leads the Centre for Research in Digital Education, contributing to policy development and academic innovation in digital education.

• Opera Performance
• Musical Theatre Direction
• New Music Premieres
• +3 more

Associate Professor Narelle Yeo is affiliated with the Sydney Conservatorium of Music at The University of Sydney. She holds an academic position focused on performance, pedagogy, and new music development. Her email is narelle.yeo@sydney.edu.au , and her office is located at C41 Sydney Conservatorium of Music. Education: Graduate studies at Shepherd School, Rice University San Francisco Conservatory of Music Research Interests: Narelle specializes in opera performance, musical theatre direction, and the development of new works. She champions contemporary compositions through premieres of pieces by Australian composers like Luke Byrne and Paul Stanhope. Her work extends to innovative teaching methods in music ensembles and career development through ePortfolio systems. She explores audience engagement dynamics in theatrical spaces and the application of complexity theory to rehearsal practices. Her performance credits include roles in Madama Butterfly , Masterclass , and the world premiere of Annus Horribilis . She has directed opera and musical theatre projects across multiple institutions, including a recent revival of Mahagonny Songspiel . Grants & Projects: 2021 Equity Prize recipient Lead researcher on WIL capstone experiences for musicians Labs & Collaborations: Narelle contributed to the 2024 Footbridge Theatre renovation project, reviving the historic venue for Music Theatre education and performances. She collaborates with organizations like Far Too Soon Productions and Opera Carnivale on new works and community performances.

• Paramedicine
• Healthcare Education
• Mental Health in Healthcare Professions
• +3 more

Rod Mason is a Lecturer in the Department of Paramedicine at Monash University. His research focuses on resilience, psychological characteristics, and occupational wellbeing within paramedicine and nursing professions. He explores typologies of personality and vocational interests that enhance coping mechanisms among healthcare workers, contributing to UN Sustainable Development Goals related to health and wellbeing. Key research themes include resilience development in paramedicine students, comparative studies of personality traits across nursing and paramedic populations, and innovative assessment methods like ePortfolios for undergraduate education. His work emphasizes practical applications to improve workforce retention and mental health in emergency care professions. Research contributions span 2016–2024 with peer-reviewed articles in journals like Paramedicine and Australasian Emergency Care . Notable collaborations with researchers like Dr. Roodenburg and Prof. Williams focus on scoping reviews and empirical studies.

Krassen Stefanov StefanovView profile

Professor

• Technology Enhanced Learning
• Semantic Based Knowledge Systems
• Computer Networks Design
• +7 more

Professor Krassen Stefanov Stefanov is a researcher at the Faculty of Mathematics and Informatics (FMI), Sofia University "St. Kliment Ohridski", with over 30 publications and leadership roles in 15 European Commission RTD projects. He holds a PhD in Computer Science from Sofia University and is a Cisco Certified Academy Instructor. 2003–2004: Cisco Certified Network Professional (CCNP) Instructor, Birmingham, UK 2002: Euro Innovation Manager certification, Brno University of Technology 2000–2001: Cisco Certified Academy Instructor (CCAI and CCNA) 1996–1997: MSc in Educational and Training Systems Design, University of Twente 1977–1982: MSc in Mathematics and Computer Science, Sofia University His research focuses on Technology Enhanced Learning , Semantic Knowledge Systems , Mobile Applications , and Open Development Platforms . He specializes in designing educational programs, modeling social processes, and consulting SMEs on ICT adoption. His publications from 2010–2012 emphasize digital libraries , metadata repositories , serious games , and cloud-based learning networks , with a strong emphasis on lifelong competence development and ICT standardization . Scientific Awards Best Paper Award, 5th International ePortfolio 2007 Conference He has led projects like the Share.TEC portal and weSPOT cloud platform , contributing to teacher training, SME consulting, and European RTD initiatives. His work involves designing competence assessment models and service-oriented e-learning infrastructures . Labs & Teams Professor Stefanov is affiliated with FMI Researchers and has collaborated extensively in the TENCompetence network, developing open-source infrastructures for lifelong learning. He co-created the Share.TEC portal for educational resource sharing and contributed to the I*Teach methodology for teacher training.

• Clinical Education
• Professional Identity Development
• Simulation-Based Learning
• +3 more

Abigail Lewis is a Senior Lecturer (Clinical Education) at Edith Cowan University’s School of Medical and Health Sciences. She serves as Clinical Coordinator for all placements in the Bachelor of Speech Pathology program and teaches units including SPE2210 Impact of Communication and Swallowing Disorders, SPE1101 Professional Standards and Competencies, and SPE4244 Disability and Communication. Education: Graduate Certificate of Higher Education (Edith Cowan University, 2012) Master of Health Science (Developmental Disability) (University of Sydney, 2011) Bachelor of Medical Science (Speech) (UK, 1989) Her research focuses on clinical education, professional identity development in speech pathology students, simulation-based learning, ePortfolios for competency development, reflective supervision training, and AAC implementation. She has published in journals such as Journal of Teaching and Learning for Graduate Employability , Journal of Clinical Practice in Speech-Language Pathology , and Journal of Interprofessional Care . Scientific Awards: HERDSA Fellowship (2015) OLT Citation for Outstanding Contributions to Student Learning (2017) Vice-Chancellor’s Staff Award (2013) Executive Dean’s Award (2012) WA Clinical Supervision Awards Finalist (2015) ECIA Excellence Award (2009) She has secured grants from AGOSCI Inc ($1,000, 2019), Speech Pathology Australia ($52,338, 2017), and Health Workforce Australia ($22,796, 2012). Her clinical work spans 25+ years in the UK and Australia, including senior roles at Therapy Focus (autism specialist, clinical standards officer).