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Professor
Peter Daly is a Professor of Management/Leadership at EDHEC Business School 's Management & Humanities faculty. His expertise spans Management Communication , Leadership , and Business Education Pedagogy . Fluent in Irish, English, French, and German, Daly combines linguistic proficiency with educational innovation.
Associate Professor
Natalia Karlsson is an Associate Professor and Lecturer at Södertörn University , specializing in Applied Mathematics and Mathematics Didactics . She serves as a Subject Coordinator and focuses on transforming mathematical concepts into accessible teaching frameworks. PhD in Mathematics and Physics (1997, Russian Academy of Sciences) Master in Applied Mathematics and Educational Sciences Licensed teacher for primary, secondary, and adult education Her research expertise spans two domains: (1) Applied Mathematics , involving mathematical modeling in nonlinear elasticity and fuzzy methods for formalizing strategy maps; and (2) Mathematics Didactics , focusing on how school-level mathematical concepts can evolve into rigorous ones without contradictions. She emphasizes task-oriented learning , diagnostic teaching , and transformative pedagogy to enhance educators and students. The 15 most recent articles highlight trends in pre-service teacher training , algebra instruction , and fractions education . Key areas include conceptual transitions from arithmetic to algebra, syntactic and substantive knowledge development, and inverse operations in teaching. Many works address proportional reasoning and multiplicative structures in classroom settings. As a supervisor , she has guided bachelor’s, master’s, and PhD students and served as an opponent for doctoral theses. She currently acts as a scientific reviewer for international journals but does not participate in active research projects.
Associate Professor
Annika Manni is an Associate Professor at the Department of Applied Educational Sciences, Umeå University. Her work focuses on sustainability education, outdoor learning environments, and socio-material discourses in educational settings. She leads research projects examining how preschool and school-age children engage with sustainability through outdoor practices and material culture. Research interests include: Education for Sustainable Development (ESD) Youth Climate Literacy Material-Spatial Pedagogy Emotional Dimensions of Learning Whole School Sustainability Approaches Recent publications highlight her work on: Outdoor physical activity in preschools Socio-material interactions in educational spaces Climate fiction as pedagogical tool Green School Movement analysis Scientific awards include: Distinguished University Teacher Manni collaborates with researchers in Sweden and internationally, with a focus on interdisciplinary approaches to sustainability education. She participates in the Preschool Umeå Science Education Research (UmSER) group and has led projects on emotions, values, and meaning-making in ESD from 2012-2015 and outdoor learning environments for sustainability.
Clinical Professor
Kathleen S. Berfield, MD is a board-certified thoracic surgeon and Chief of Thoracic Surgery at the VA Puget Sound HCS, with clinical roles at the UW Medical Center’s Thoracic Surgery Clinic and involvement in the UW Lung Transplant Program. She specializes in general thoracic oncology and end-stage lung disease management, including lung transplantation. Primary Affiliation: VA Puget Sound Health Care System Secondary Affiliation: University of Washington Medical Center Education: Residency at University of Washington Cardiothoracic Surgery (2016), Medical Degree from University of Washington School of Medicine (2010) Her research focuses on thoracic surgical techniques, lung cancer treatment, and post-transplant vascular complications. Recent publications highlight cost analyses of diagnostic procedures, surgical education frameworks, and safety protocols in cardiothoracic surgery. She actively promotes robotic thoracic surgery adoption and gender inclusion in surgical environments. Dr. Berfield serves as Program Director for the University of Washington Cardiothoracic Surgery Residency Programs, emphasizing surgical education. She has published studies on VATS lobectomy outcomes, aortic dissection repair post-transplant, and safety culture development in cardiothoracic surgery. Clinical Expertise: Robotic thoracic surgery, lung transplantation Research Themes: Surgical cost-effectiveness, educational methodologies, post-transplant complications
Associate Professor
Nandini Dendukuri, PhD is a Scientist at the Research Institute of the McGill University Health Centre (RI-MUHC) at the 5252 de Maisonneuve site. She holds dual affiliations with the Infectious Diseases and Immunity in Global Health Program and the Centre for Outcomes Research and Evaluation (CORE). Academically, she serves as an Associate Professor in the Department of Medicine, Faculty of Medicine and Health Sciences at McGill University, specifically within the Division of Clinical Epidemiology at the MUHC. Dr. Dendukuri's research program centers on the development of advanced statistical methodologies for diagnostic test accuracy evaluation in the absence of perfect reference standards. Her work spans Bayesian inference, latent class modeling, and meta-analysis techniques specifically designed for diagnostic accuracy studies. She has made seminal contributions to addressing methodological challenges such as conditional dependence between diagnostic tests, verification bias, and limitations of composite reference standards. Her research bridges theoretical statistical methodology with practical applications in infectious disease diagnostics, particularly tuberculosis where perfect reference tests are often unavailable. An analysis of Dr. Dendukuri's extensive publication record reveals consistent innovation in diagnostic test methodology with increasing sophistication in statistical modeling approaches. Her recent work (2024-2025) demonstrates expansion into diverse application areas including cardiovascular disease, emerging infectious diseases like COVID-19, and novel diagnostic technologies, while maintaining her core methodological focus. Her publications show particular strength in applying latent class models to complex diagnostic scenarios across multiple disease domains. Dr. Dendukuri actively collaborates with researchers across multiple disciplines, particularly in epidemiology, infectious diseases, and technology assessment. Her work with hospital-based technology assessment units has directly contributed to translating scientific evidence into healthcare policy. She maintains strong connections between statistical theory and practical healthcare applications, frequently developing software implementations (particularly rjags programs) of her methodological innovations to facilitate adoption by the research community.
Assistant Professor
Jane T. Kurtzman, MD, serves as an Assistant Professor in the Department of Surgery at the University of Utah, specializing in urology with dual clinical focus on adult reconstructive urology and gender-affirming surgical care. She practices at the University of Utah Hospital Urology Clinic and leads innovative global health initiatives through GU-IMPACTS, a multi-institutional program providing longitudinal urology training in Rwanda and Cambodia. Her educational trajectory includes: B.A. in Anthropology and Religion from Dartmouth College M.D. from SUNY Downstate College of Medicine General Surgery Internship at NewYork-Presbyterian Hospital, Columbia University Irving Medical Center Urology Residency at NewYork-Presbyterian Hospital, Columbia University Irving Medical Center Genitourinary Injury and Reconstruction Fellowship at the University of Utah Dr. Kurtzman's research program centers on complex reconstructive challenges including radiation-induced injuries, neurogenic bladder management, and urethral stricture disease, with particular emphasis on surgical innovation for high-risk patients. Her gender-affirming surgery expertise addresses critical gaps in transgender healthcare, while her global health work through GU-IMPACTS develops sustainable training models for urologic care in resource-limited settings. Recent publications demonstrate methodological rigor across clinical outcomes research, surgical technique refinement, and healthcare equity analysis. Analysis of her 15 most recent publications (2018-2023) reveals three dominant research vectors: (1) Technical innovation in urethroplasty and artificial urinary sphincter placement with focus on graft selection and complication prevention; (2) Healthcare disparities research examining bias in patient satisfaction metrics and access barriers to reconstructive procedures; (3) Global surgery capacity building through curriculum development and outcomes assessment in low-resource settings. Her work consistently bridges clinical practice with systems-level improvements. As Co-Founder and Director of GU-IMPACTS, Dr. Kurtzman leads a pioneering effort to establish sustainable urology subspecialty training in Rwanda and Cambodia, addressing critical workforce shortages through longitudinal mentorship. Her clinical practice receives exceptional patient feedback (4.8/5 average from 18 reviews), with consistent praise for her technical expertise, compassionate communication, and commitment to patient-centered care across complex reconstructive cases.
Associate Professor
Associate Professor Belinda Parmenter is an adjunct clinical academic and accredited exercise physiologist (AEP) with the UNSW Medicine & Health Lifestyle Clinic, School of Health Sciences, Faculty of Medicine & Health. She serves as a member of the SPHERE Cardiac and Vascular Clinical Theme Leadership Group and is the co-founder and national co-chair of the Australian Cardiovascular Alliance (ACvA) Peripheral Artery Disease (PAD) Working Group. With over 25 years of clinical experience, she specializes in assessing, prescribing, implementing and supervising exercises for people at risk of or with cardiovascular disease. Dr. Parmenter earned her PhD from the University of Sydney in 2012, where her research investigated high-intensity progressive resistance training for patients with intermittent claudication from PAD, earning her the Exercise and Sports Science Australia (ESSA) Medal for the most outstanding thesis. She completed her Bachelor of Health Science (Exercise and Sports Science) at Griffith University in 1996. Her research focuses on the effect of cardiovascular disease on aerobic capacity and muscle strength and endurance, as well as how exercise reduces symptoms in those with and at risk of cardiovascular disease across the lifespan. Current projects include investigating ways to improve regular incidental physical activity, developing eHealth interventions for adolescents to increase physical activity levels, and exploring optimal exercise prescriptions for cardiovascular risk amelioration and peripheral artery disease treatment. Her work often bridges clinical practice with research innovation, particularly in exercise physiology applications. Dr. Parmenter's publication portfolio demonstrates a strong focus on systematic reviews and meta-analyses in exercise physiology, with significant contributions to understanding resistance training for cardiovascular conditions, peripheral artery disease management, and physical activity monitoring technologies. Her research trajectory shows increasing emphasis on digital health interventions and multi-condition approaches addressing comorbidities. 2023 UNSW Sydney School of Health Sciences Researcher of the Year 2022 UNSW Sydney Faculty of Medicine & Health Education Innovation Award 2022 The MHS Learning Network Inc Award in Therapeutic and Clinical Services 2020 UNSW Faculty Heroes Award for improving student experience 2019 UNSW School of Medical Sciences Paper of the Month 2012 ESSA Medal for outstanding PhD thesis As an active grant recipient and chief investigator, Dr. Parmenter has secured over $15 million in research funding since 2010, including significant MRFF grants for cardiovascular health, diabetes management, and mental health interventions. She supervises multiple research projects including the Diabetes Clinic feasibility study, STREss less Exercise for Blood Pressure, and the UPLIFT study on progressive resistance training for alcohol use disorder. Her teaching responsibilities include convening the HESC3504 Physical Activity and Health course for the Bachelor of Exercise Physiology program, focusing on exercise effects across healthy populations and those with cardiovascular risk. Dr. Parmenter leads several major research initiatives including Health4Life, MERIT, SHAPE, and the Meta-Health Clinic, working collaboratively with institutions like the Matilda Centre at Sydney University to develop comprehensive exercise and eHealth interventions for diverse populations from adolescents to older adults with complex health conditions.
Associate Professor
Anna Mavroudi is an Associate Professor at the Department of Education , University of Oslo , with a focus on ICT in Learning , Learning Analytics , and University Pedagogy . She previously held positions at Norwegian University of Science and Technology (NTNU) and Royal Institute of Technology (KTH), Sweden. Education: PhD in Technology-Enhanced Learning (Open University of Cyprus, 2009–2015) Awards: Best Paper at ICALT (2018) and EDUCON (2018) Research Interests: Learning Analytics, Adaptive Learning, Ethical AI in Education Her recent publications address AI ethics , synthetic data generation , and higher education pedagogy . She contributes to STEM education , digital literacy , and teacher professional development through empirical studies and design frameworks. Projects: BraStart, PATHWISE, Use of Digital Technology in Higher Education She is affiliated with the Living and Learning in the Digital Age (LiDA) research group and serves as a peer reviewer for journals like Nordic Journal of Digital Literacy and Interactive Learning Environments .
Senior Lecturer
Dr. Stephen O'Brien is Senior Lecturer in Education at the School of Education, University College Cork , where he has served since September 2006. He serves on multiple academic committees including the School Student Voice Committee and MEd Committee , and previously chaired the School of Education Research Forum . O'Brien directs the Postgraduate Diploma in Further, Adult and Community Education (PDFACE) program and supervises students across PME, MEd, and PhD programs. Doctoral degree in Educational Policy and Management from University of Bristol (2001) Masters in Educational Policy and Management from Goldsmiths College (1996) Higher Diploma in Education from UCC (1991) BA in Economics and Mathematics from UCC (1990) His research focuses on critical educational theory and practice, particularly Global Citizenship Education , Social Inclusion , and Adult Learning . He explores how marginalized learners navigate educational systems and advocates for transformative pedagogical approaches that challenge neoliberal frameworks. Recent publications examine lifelong learning and superdiversity in education. He has secured significant funding from Irish Aid , Irish Research Council , and Erasmus+ for projects on Global Citizenship Education and Adult Literacy . O'Brien has received multiple PhD studentships and was nominated for the prestigious Grawemeyer Book Award in 2017. Key contributor to educational policy through National Technical Advisory Committee for SOLAS Executive member of AONTAS Academic Expert Group and Ubuntu Steering Group Extensive peer-review service for journals like The Adult Learner and Irish Educational Studies
Associate Professor
Evi Agostini is an Associate Professor at the University of Vienna, affiliated with the Department of Education and the Department for Teacher Education. Her roles include Director of Studies and Education Directorate of Doctoral Studies, emphasizing academic leadership and program development. Her research spans phenomenological educational science, teacher education, and sustainability in pedagogy. She employs qualitative methods and phenomenological vignettes to explore inclusive processes, ethical frameworks, and the intersection of digital transformation with ecological awareness. Recent publications highlight trends in phenomenological approaches to education, sustainability integration in teacher training, digital learning environments, and inclusive pedagogy. These works bridge theoretical foundations with methodological innovations, focusing on professionalization, experiential learning, and global challenges. Teaching contributions include seminars on research methods, designing inclusive educational processes, and phenomenological theories and methods. She actively shapes doctoral and teacher education through roles in academic directorates and methodological advancements.
Senior Lecturer
Rachel B. Kramer Theodorou serves as Senior Lecturer in Education and Assistant Director of Elementary Education at Brandeis University's Interdepartmental Program in Education. With over 20 years of professional experience spanning elementary/ESL classroom teaching, instructional coaching, and higher education, she maintains active consulting roles with Waltham Public Schools, Waltham Family School, and regional PK-Adult ESOL programs. Her academic credentials include a Master of Education from Bank Street College of Education and a Bachelor of Arts from the University of Rochester. Dr. Kramer Theodorou's research integrates critical pedagogy with practical application across multiple domains: Culturally and linguistically sustaining elementary education frameworks Sheltered English Immersion (SEI) methodology development Historically responsive literacy practices for PK-5 classrooms Citizen science initiatives bridging environmental advocacy and education Community-engaged learning models for climate and civics education Critical approaches to history/social studies instruction Her scholarly contributions have been recognized through: Teaching Innovation Grant from Brandeis University's Center for Teaching and Learning (2015-2016) for course development Davis Teaching and Learning Fellowship at Brandeis University (2015-2016) "Good Neighbor" Award from Waltham Partnership for Youth (2018) As leader of the MATSOL Teacher Education special interest group and advisor to the Massachusetts Department of Elementary and Secondary Education for small teacher preparation programs, she connects academic research with statewide educational policy. Her community partnerships in Waltham exemplify her commitment to translating theoretical frameworks into practical classroom applications.
Associate Professor
Devi Nannen serves as Associate Professor and Senior Lecturer in Adult Nursing at the University of York, leveraging extensive clinical experience from South Africa across medical, surgical, A&E, and intensive care settings alongside international healthcare work before transitioning to academia. Her expertise centers on innovative pedagogical approaches in nursing education. Her academic credentials include: RGN qualification (4-year program, South Africa) BSc Hons with Specialist Practitioner Qualification (NMC Recorded) Masters in Medical Education (awarded with Distinction) Extra Corporeal Membrane Oxygenation Specialist (ECMO) PG Cert HE (HEA Fellow) NMC Teacher registration Professional Doctorate in Education Nannen's research investigates graduate nursing students' transition into clinical practice through Bourdieu's Cultural and Social Capital lens, with emphasis on simulation-based and problem-based learning methodologies. She champions contextual learning environments and structured reflective feedback systems to accelerate professional development, while her work addresses critical challenges in student retention and clinical placement effectiveness. Current projects focus on assessment innovation and sepsis management education. Her publication portfolio (2012-2018) reveals consistent thematic focus on nursing education transformation, particularly assessment design (notably Assertion-Reason Questions for graduate nurses), clinical placement optimization, and student transition support. Key trends include evidence-based bibliography evaluation, retention strategy development through student forums, and simulation efficacy studies. Professional recognition includes: HEA Fellow designation Nannen chairs both the Department's Equality, Diversity & Inclusion Committee and Undergraduate Board of Examiners while serving as Department Equality and Diversity Champion. Her academic leadership extends to curriculum development for undergraduate modules (Professional Identity, Communication Skills, Practice Experience) and postgraduate courses (Acute Care Management, Nursing Practice). External examiner roles at Edinburgh Napier University demonstrate sector-wide influence. No dedicated research laboratories are documented, though her collaborative conference presentations indicate active participation in national nursing education networks including NET and HEA forums.
Associate Professor
Jason Braasch serves as an Associate Professor in the Department of Learning Sciences at Georgia State University's College of Education and Human Development. He maintains an active affiliation with the university's Adult Literacy Research Center, contributing to interdisciplinary initiatives focused on literacy development. His academic preparation includes: Ph.D. in Psychology, University of Illinois at Chicago (2009) M.A. in Psychology, University of Illinois at Chicago (2006) B.A. in Psychology, University of Wisconsin-Milwaukee (2001) Dr. Braasch's research program centers on critical thinking processes during internet-based reading, with particular emphasis on source evaluation mechanisms and individual differences in learning. His work investigates how readers assess content credibility, navigate conflicting information, and develop strategies for discerning trustworthy sources. This research has direct implications for educational interventions aimed at improving digital literacy across diverse learner populations. Analysis of his recent publications (2021-2025) reveals consistent focus on multiple source comprehension, particularly regarding health-related controversies (e.g., vaccination debates), belief-driven processing biases, and contextual factors affecting conflict detection. His scholarship demonstrates increasing integration of epistemic cognition frameworks with practical classroom applications, showing how intellectual humility and mindset theories influence information processing. Dr. Braasch has secured external research funding from prominent organizations including the Spencer Foundation and Facebook, supporting his investigations into internet literacy and critical reading development. As an active researcher within the Adult Literacy Research Center, he contributes to advancing evidence-based practices for literacy instruction while mentoring graduate students in learning sciences methodology and research design.
Professor
Dr. Jon Ramsey is a Professor in the Department of Agricultural Education, Communication & Leadership at Oklahoma State University. He holds a PhD, MS, and BS in Agricultural Education from Oklahoma State University. His research focuses on experiential learning in agricultural education, teacher induction, and professional development of agricultural educators. He has received numerous awards, including the Oklahoma State University Award for Academic Advisement and the Distinguished Agricultural Educator Award. Dr. Ramsey teaches courses such as AGED 3101: Laboratory and Clinical Experiences and AGED 4200: Student Teaching in Agricultural Education. He has led grants including the USDA-funded ‘An Alternative Approach to Preparing Teachers to Develop a New Generation of Agricultural Leaders.’ Education: PhD in Agricultural Education, Oklahoma State University (2009) MS in Agricultural Education, Oklahoma State University (1997) BS in Agricultural Education, Oklahoma State University (1986) Recent Grants: USDA Grant: An Alternative Approach to Preparing Teachers (2024–2027) Turf Management Curriculum Development (2022–2025) Assessment of Teacher Wellness (2020–2021) His research emphasizes bridging theory and practice in agricultural education, with a focus on teacher support and program effectiveness. He has advised numerous graduate students and contributed to curriculum development for secondary and adult agricultural education programs.
Associate Professor
Michael Cassara, DO, MSED, is an Associate Professor of Emergency Medicine at the Zucker School of Medicine at Hofstra/Northwell, and holds additional roles as Associate Professor of Nursing at Hofstra Northwell School of Nursing, and Adjunct Associate Professor in the Department of Health Professions at Hofstra University. He practices as an academic clinician in Emergency Medicine at North Shore University Hospital and serves as Medical Director for Northwell Health's Patient Safety Institute and Emergency Medical Institute. His research focuses on interprofessional education, simulation-based training, and competency assessment. Dr. Cassara earned his undergraduate degree in Biochemistry from SUNY Stony Brook, completed osteopathic medical training at New York College of Osteopathic Medicine (1997), and holds a Master's in Medical Education from the University of Pennsylvania. He has completed fellowships in Emergency Medicine Teaching (EMF/ACEP) and Geriatrics (Mount Sinai School of Medicine). His academic contributions include leadership roles in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, where he served as President. He is an Associate Editor of AEM Educ Train and has been recognized with the Distinguished Educator Award and multiple top reviewer honors. His work spans educational theory, curriculum design, and the application of simulation to address healthcare challenges like microaggressions and vaccine hesitancy. Key institutional roles include Vice President for Interprofessional Education, Research & Practice at Northwell Health, and membership in the Donald and Barbara Zucker School of Medicine's Academy of Medical Educators. His published research emphasizes innovation in medical education through simulation, interprofessional collaboration, and assessment methodologies.
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