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Sarah EarleView profile

Professor

• Primary Science Education
• Educational Assessment
• Teacher Professional Development
• +3 more

Sarah Earle is a Professor of Primary Science Education at Bath Spa University, affiliated with the School of Education. Her work focuses on improving science education through innovative assessment strategies, teacher professional development, and curriculum design. She leads the TAPS project, which has demonstrated positive impacts on pupil learning, and contributes to the Nuffield Practical Work in Primary Science initiative. She holds editorial roles for the Journal of Emergent Science and the Research in Science and Technological Education journal. Her professional qualifications include Chartered Science Teacher status and Fellowship of the Higher Education Academy. Education: BA(Hons), University of Sheffield PGCE, University of Leicester MTeach, Bath Spa University PhD, Bath Spa University (2018) Research Interests: Primary Science Education, assessment methodologies, teacher professional development, early childhood science pedagogy, and curriculum innovation. She emphasizes the integration of formative and summative assessment, classroom-based inquiry, and the use of technology to enhance learning. Her work often addresses the challenges of balancing educational standards with creative teaching practices. Articles Overview: Her recent publications explore cognitive science applications in primary science, the efficacy of online teacher training, and the role of play in early science education. She consistently advocates for evidence-based practices and teacher agency in curriculum design. Awards & Fellowships: Chartered Science Teacher (CSciTeach) since 2008 Fellowship of the Higher Education Academy (FHEA) since 2017 Founding Fellow of the Chartered College of Teaching since 2019 Advising & Grants: Leads the TAPS project funded by the Primary Science Teaching Trust and collaborates with organizations like the Nuffield Foundation. She also chairs the ASE West of England committee and is a Senior Regional Hub Leader for Wales and West. Labs/Teams: Directs the TAPS initiative and collaborates with the Primary Science Quality Mark Program, fostering partnerships between schools and educational institutions.

Nicole RinehartView profile

Professor

• Clinical Psychology
• Autism Spectrum Disorders
• Neurodevelopmental Disorders
• +3 more

Nicole Rinehart is a Professor of Clinical Psychology at Monash University’s School of Psychological Sciences, leading research in neurodevelopmental conditions. She founded the award-winning AllPlay platform, focusing on disability inclusion through scalable solutions. Her career includes roles as Deputy Director of the Centre of Developmental Psychology & Psychiatry at Monash Medical Centre, Director of the Monash Psychology Clinic, and Founding Director of the Deakin Child Study Centre. Rinehart’s work impacts millions through partnerships with education systems, sports organizations (AFL, Queensland Ballet), and global initiatives like AllPlay China (Beijing Dance Academy). She advises the Victorian Department of Education and contributed to national clinical guidelines for ADHD and developmental disabilities. Key accolades include the Australian Financial Review Award for Community Engagement and Soroptimists International Award (Women in Research). Education: PhD in Medicine (Experimental Neuropsychology), Monash University (2000) Masters of Clinical Psychology, Monash University (1997) Bachelor of Arts (Honours), Monash University (1995) Research Focus: Neurodevelopmental disorders, autism spectrum disorders, behavioral interventions, sleep in neurodivergent children, and inclusive education strategies. Her work aligns with UN Sustainable Development Goals, emphasizing quality education and reduced inequalities. Grants & Projects: AllPlay Dance Program China (2024–2029) Mecca M-Power Funding for AllPlay Footy/Dance (2023–2025) Self-determination toolkit for young people with disabilities (2023–present) Awards: College of Clinical Psychologists Rising Star Award Queens Trust for Young Australians Award Soroptimists International Award (Women in Research) Australian Financial Review Award for Community Engagement Labs/Teams: Monash Krongold Clinic (directed by Rinehart), AllPlay Lab, and collaborations with global partners (e.g., Beijing Dance Academy, AFL, Queensland Ballet).

• Applied Linguistics
• Second Language Acquisition (SLA)
• Language Curriculum Development
• +6 more

Ronald P. Leow is a Professor of Applied Linguistics and Director of Spanish Language Instruction at Georgetown University's Department of Spanish and Portuguese within the College. His expertise spans language curriculum development, instructed second language acquisition (ISLA), psycholinguistics, and computer-assisted language learning (CALL). He holds a Ph.D. in Linguistics from the University of Illinois at Urbana-Champaign. Dr. Leow's research focuses on cognitive processes in L2 learning, written corrective feedback (WCF), and pedagogical applications of SLA theories. He has conducted workshops globally on teacher education and curriculum design. His work bridges SLA theory with classroom practice, emphasizing empirical methodologies like eye-tracking and think-aloud protocols. Key themes in his publications include task-based language teaching, the role of awareness in learning, and the integration of technology in language education. He advocates for curricula that align research findings with practical instructional strategies, promoting depth of processing in L2 acquisition.

Jennifer McNeillView profile

Professor

• Maternal and Child Health
• Midwifery Education
• Public Health
• +3 more

Dr. Jennifer McNeill is a Professor and Reader in the School of Nursing and Midwifery at Queen's University Belfast, part of the Faculty of Medicine, Health & Life Sciences. She specializes in maternal and child health, midwifery education, and public health roles for midwives. Her research focuses on optimizing clinical outcomes and improving midwifery practices through evidence-based approaches. Dr. McNeill has leadership roles including Lead Midwife for Education and membership in the International Confederation of Midwives Research Standing Committee. Her research interests encompass midwifery education, systematic reviews, and interventions to reduce prenatal stress and anxiety. She has supervised numerous PhD students in areas like continuity of midwifery care and midwifery leadership preparation. Dr. McNeill has been awarded grants for studies such as the APPLE Project and the Positive Minds for Premature Parents initiative. Key achievements include membership on the Board of Directors of TinyLife and contributions to maternity care policy. Her work aligns with UN Sustainable Development Goals, particularly regarding maternal and child health. Research Highlights: Over 60 publications since 2006, focusing on maternal health, midwifery education, and public health interventions. Grants: Projects funded by HSC R&D Office, TinyLife, and the Big Lottery. Awards: Recognized for contributions to healthcare leadership and team excellence at Queen's University. Dr. McNeill collaborates internationally, including projects in Thailand, and serves on editorial boards and advisory panels for midwifery organizations.

Reem AbrahamView profile

Professor

• Medical Physiology
• Medical Education
• Curriculum Development
• +3 more

Dr. Reem Abraham is a Professor at the School of Medicine, Saba University, specializing in Pathophysiology. With over two decades of experience in medical education across India, Saudi Arabia, and the Caribbean, she focuses on teaching Medical Physiology to students in various programs, including USMLE and MBBS. Her research emphasizes Medical Physiology and Medical Education, with a particular interest in active learning strategies and curriculum design. Dr. Abraham has presented research at prestigious conferences like the American Physiological Society (APS) and Association for Medical Education in Europe (AMEE), earning numerous awards including the International Endeavour Executive Fellowship (2018) and the APS Teaching Career Enhancement Award (2014). Her publications highlight innovations in curriculum mapping, student project mentorship, and assessment methodologies. She has also been recognized for her teaching excellence by institutions like AUSOMA (American University School of Medicine Aruba) with multiple 'Best Teacher' awards. Dr. Abraham’s work integrates clinical orientation with educational research, aiming to enhance student learning outcomes through evidence-based strategies. She has contributed to faculty development programs and workshops, promoting global standards in medical education.

• Tourism Management
• Tourism Geographies
• Event Management
• +6 more

Dr Tim Gale serves as Senior Lecturer in Tourism Management and Interim Head of the MSI Department at Bournemouth University, having joined in 2015 after leading tourism programmes at UWE Bristol. His academic career spans two decades with research focusing on evolving tourism spaces, mobilities, and pedagogy. His educational background includes: PhD in Tourism (University of Wales, 2002) MA in Tourism and Social Responsibility (College of St Mark and St John, Plymouth, 1994) BA (Hons) in Geography (University of Exeter, 1992) Dr Gale's research centers on new tourism spaces and experiences—particularly urban beaches, virtual worlds, and immersive events—underpinned by the 'new mobilities paradigm' and critical realism. His work bridges theoretical frameworks with practical applications, examining destination decline, sustainable development, and the social dimensions of tourism. Recent projects investigate pop-up tourism phenomena and health preparations among international students, demonstrating continued relevance to contemporary industry challenges. His publication trajectory reveals consistent engagement with tourism evolution, shifting from coastal resort studies to emerging phenomena like temporary installations and virtual experiences. This progression aligns with UN Sustainable Development Goals concerning sustainable cities, reduced inequalities, and responsible consumption patterns. Scientific recognition includes: Senior Fellow of the Higher Education Academy (2018-) Dr Gale has supervised two PhD students to completion and examined numerous others. His external examiner roles across six UK universities—including Cardiff Metropolitan University (2019-present) and Sheffield Hallam University (2014-2019)—demonstrate significant contributions to academic quality assurance. Teaching responsibilities span undergraduate and postgraduate tourism geographies, event management, and research methods, reflecting comprehensive curriculum development expertise. Industry engagement features prominently in his profile through projects like the Bristol Urban Beach evaluation and Isle of Man TT Races visitor studies, indicating strong practical partnerships that translate research into real-world impact.

• Electronic Engineering
• Mechatronics and Robotics
• Human-Robot Interaction
• +7 more

Roya Haratian serves as Principal Academic (equivalent to Associate Professor) in Electronic Science and Engineering at Bournemouth University's Department of Design and Engineering within the Faculty of Science and Technology. As Deputy Head of Department and Athena SWAN lead, she spearheaded the department's successful Bronze Award in 2021 for gender equality initiatives. Her leadership extends to curriculum development in Mechatronics and Robotics programs across undergraduate and postgraduate levels. Her academic credentials include a BSc (First Class Honours) and MSc (Distinction) in Electrical and Electronic Engineering, followed by a PhD in Electronic Engineering from Queen Mary University of London (2014). Prior to her current role, she worked as an Associate Lecturer at QMUL and Research Associate at Bristol Robotics Lab, focusing on on-body sensing systems and bio-signal processing for human-machine collaboration. Haratian's research centers on electronic engineering applications in human-robot interaction, with particular emphasis on on-body sensing technologies, signal processing, and machine learning. Her work bridges theoretical innovation with industrial implementation, developing assistive technologies for healthcare and safety-critical systems. Recent projects address diabetic foot ulcer prevention, emotion recognition in VR, and human-machine collaboration safety protocols, demonstrating strong translational impact across medical and industrial domains. Analysis of her 15 most recent publications reveals a strategic progression from foundational signal processing techniques toward integrated human-machine systems. Her work increasingly incorporates game theory for resource allocation, AI-driven predictive modeling, and inclusive design principles, with growing emphasis on real-world implementation challenges and ethical considerations in assistive technologies. Key recognitions include: Athena SWAN Bronze Award (Advance HE, 2021) for departmental gender equality leadership Senior Fellowship of Higher Education Academy (2021) BU Doctoral College Outstanding Contribution Award (2025) Design Review Award from Institute of Mechanical Engineering (2023) Student Experience 'You are Brilliant' Award (2017) As Recognised Research Supervisor (UK Council for Graduate Education), she currently co-supervises five PhD students on topics including AI surveillance, biomechatronics, and digital twin simulation. Her £1.2M+ research portfolio features strategic partnerships with Zimmer-Biomet, Computational Mechanics Wessex Institute, and Daido Industrial Bearing, with recent grants including HEIF-funded AI emotion recognition systems (2025) and QR-funded human-machine safety protocols (2024). She actively mentors through AdvanceHE's Aurora program and leads BU's Inclusivity Curriculum Evaluation project. Haratian directs the department's Athena SWAN initiative and collaborates with the Royal Institute on STEM outreach, designing bioelectronic masterclasses for GCSE students. Her public engagement includes 'Café Scientifique' discussions on machine emotion recognition and keynote addresses at Brockenhurst STEM Awards, focusing on translating on-body sensing research into real-world health applications.

• Entrepreneurship
• Gender Studies
• Small and Medium Enterprises (SMEs)
• +5 more

Sukanya Ayatakshi Endow is a Senior Lecturer in Entrepreneurship at Bournemouth University's Business School. She is a Senior Fellow of the Higher Education Authority and a Fellow of the Chartered Management Institute. Her work focuses on values-driven enterprises and social change through entrepreneurship. Senior Academic in Entrepreneurship, Bournemouth University Senior Fellow, Higher Education Authority Fellow, Chartered Management Institute Research Interests: Sukanya's research spans Entrepreneurial Finance , gender issues in enterprise , AI in decision making , and social enterprises . She aligns her work with UN SDGs like Gender Equality and Decent Work. Publications Trends: Her recent articles (2021-2025) analyze gender bias in equity crowdfunding , female entrepreneurs during the pandemic , and refugee entrepreneurship . Older works (2013-2015) examine environmental taxation's impact on SMEs and innovative teaching methods . Scientific Awards: ACORN ECR Grant (2019) Senior Fellow, Higher Education Authority (2018-) Fellow, Chartered Management Institute (2016-) Teaching and Supervision: She supervises PhD candidate Kajal Hetal Patel and teaches postgraduate courses like MSc Innovation Management and Entrepreneurship . She also led ERASMUS+ teaching initiatives in Germany (2019) to promote social entrepreneurship and circular economy education.

Dewei (David) XuView profile

Associate Professor

• Power electronics
• Renewable energy
• Electric drives
• +1 more

Dewei (David) Xu serves as an Associate Professor in the Department of Electrical and Computer Engineering at Toronto Metropolitan University, where he has been a faculty member since joining as an Assistant Professor in 2003. His academic career builds upon foundational work in electrical engineering with specialization in sustainable energy systems. His educational journey includes: M.S. in Electrical Engineering, Tsinghua University, Beijing (2001) Ph.D. in Electrical Engineering, Tsinghua University, Beijing (2001) Following his doctoral studies, he conducted postdoctoral research at Ryerson University's Laboratory of Electric Drives and Application Research (LEDAR) from 2001-2003. Dr. Xu's research program centers on power electronics for renewable energy integration, with particular emphasis on wind energy conversion systems. His work addresses critical challenges in permanent magnet synchronous generator controls , brushless doubly-fed induction generator modeling , and advanced AC-DC conversion topologies . This research directly supports the development of more efficient and reliable grid-connected renewable energy infrastructure, bridging theoretical innovation with practical engineering applications in electric drives and machine design. Analysis of his publication record reveals a consistent focus on wind energy power electronics, with recent contributions examining control schemes for current source converters, real-time simulation of turbine dynamics, and novel converter architectures for variable-speed systems. His work demonstrates strong alignment between theoretical modeling and experimental validation in renewable energy applications. Dr. Xu maintains active teaching responsibilities including ELE754: Power Electronics, ELE637: Energy Conversion, ELE800: Engineering Design Project, and ELE864: Electric Drives, training next-generation engineers in critical energy conversion technologies. His academic service includes advising student design projects and contributing to curriculum development in power systems engineering. During his postdoctoral fellowship, Dr. Xu was affiliated with Ryerson University's Laboratory of Electric Drives and Application Research (LEDAR), where he developed foundational expertise in drive systems that continues to inform his current research trajectory. Current laboratory resources at Toronto Metropolitan University supporting his work are not specified in the available documentation.

Eric SauerView profile

Professor

• Counseling Psychology
• Psychotherapy
• Client Attachment
• +3 more

Eric Sauer serves as Professor and Director of the Center for Counseling and Psychological Services at Western Michigan University's Department of Counselor Education and Counseling Psychology, based at the Grand Rapids Downtown campus (200 Ionia Ave SW). His leadership role integrates clinical service delivery with academic training in counseling psychology. Dr. Sauer's educational credentials include: Ph.D. in Counseling Psychology from Michigan State University M.A. from Ball State University B.S. from Michigan State University His research program centers on attachment theory applications in psychotherapy, examining how client attachment styles, perfectionism, and emotional processes influence therapeutic outcomes. Key contributions explore pseudosecure versus individuated-secure attachment patterns, perfectionism's impact on symptom change, and emotional disclosure mechanisms. His work bridges clinical practice with training models in counseling psychology. Analysis of his 15 most recent publications reveals consistent focus on client-therapist relational dynamics since 2009, with increasing sophistication in attachment theory applications. Recent work (2017-2020) investigates nuanced attachment patterns and their implications, while earlier research established foundational links between client characteristics and therapy outcomes. His scholarship demonstrates strong alignment with training clinic research networks and cognitive behavioral training guidelines. No scientific awards were documented in the provided materials. As Director of the Center for Counseling and Psychological Services, Dr. Sauer oversees clinical operations and graduate training at the Grand Rapids facility, providing direct supervision to counseling psychology trainees within a university-affiliated clinic setting.

Kevin OhView profile

Professor

• Special Education
• Teacher Training
• Assistive Technology
• +2 more

Kevin Oh serves as Professor and Department Chair at the University of San Francisco, where he maintains a full-time faculty position focused on innovative educational practices. His work bridges special education, teacher training, and emerging technologies to create inclusive learning environments that address diverse student needs through evidence-based methodologies. Dr. Oh earned his PhD in Special Education from the University of Virginia, Charlottesville, establishing the foundation for his research in disability-inclusive pedagogy and teacher preparation. His academic journey reflects a commitment to advancing educational equity through technological innovation and cross-cultural collaboration. His research program centers on collaborative teaching frameworks, assistive technology integration, and virtual reality applications in teacher training. Notably, he pioneers the use of three-dimensional immersive environments like Second Life to develop culturally responsive teaching practices and global classroom experiences, with particular emphasis on special education contexts and co-teaching models. Analysis of his publication trajectory reveals a sustained focus on virtual worlds in education since 2007, evolving from foundational technology adoption studies to sophisticated investigations of synchronous discussion facilitation and international collaboration. His work consistently addresses the intersection of teacher preparation, special education needs, and digital innovation. Dr. Oh's scientific recognition includes: Fulbright Specialist Project Award (2020) for Internationalization, Culturally Responsive, and Digitalization initiatives at the University of Applied Sciences Northwestern Switzerland USF Faculty Team Innovation Award (2013) for Creating a global classroom using virtual environments While specific details about his graduate student advising and research grants were not provided in available materials, his leadership as Department Chair and extensive publication record suggest active mentorship within his academic unit. His work with international institutions through the Fulbright program indicates significant collaborative research networks. No dedicated laboratories or specialized research teams were mentioned in the source materials, though his virtual environment research implies collaboration with educational technology specialists and international partner institutions.

Andrew ReidView profile

Lecturer

• Applied Game Design
• Education Technology
• Health and Wellbeing through Games
• +5 more

Dr. Andrew Reid is a Lecturer in Games Production at Abertay University, specializing in applied game design and interdisciplinary collaboration. He joined the institution in 2018 and holds a PhD in Applied Game Design from Glasgow Caledonian University (2018). His research focuses on leveraging games to address social challenges in education, health, heritage, and youth development. Reid's academic qualifications include a BA (Hons) in Game Design and Production Management from Abertay University (2015) and a PhD in Applied Game Design (2018). He is a Senior Fellow of the Higher Education Academy, a member of the AHRC Peer Review College, and part of the Royal Society of Edinburgh Young Academy of Scotland. His research interests span applied game development for social impact, youth engagement, and historical narrative analysis in games. Notable projects include Game Design for Youth Work with YouthLink Scotland and CumbraeCraft , a heritage-focused Minecraft game for primary education. He co-founded AberTesters, a student quality assurance community involving over 150 participants. Reid teaches undergraduate and postgraduate modules on applied game development, user research, and quality assurance. He supervises PhD and Master’s students, including current advisees Dylan Arnold and Eliza Ralph. His work aligns with UN Sustainable Development Goals, particularly education and reducing inequalities. Reid has held external roles such as External Examiner for the Academy of Contemporary Music and Technological University Dublin. He is a STEM Ambassador and mentor for MCR Pathways, supporting underrepresented youth in education and careers.

• Vocational Education
• Teacher Education
• Action Research
• +3 more

Hilde Hiim is a Professor (part-time) at the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet). Her work focuses on vocational education, teacher professionalism, and action research methodologies. She leads the Literacies for Health and Life Skills project, aiming to enhance pre-service teachers' ability to foster youth health and life skills through didactic innovation. Her research emphasizes practical collaboration between educational institutions and workplaces to ensure vocational education’s relevance. Key research interests include: Professional development in neo-liberal educational contexts Evaluation of vocational competencies Action research frameworks for educational reform Curriculum design integrating theory and practice Between 2020-2025, her publications emphasize: Collaborative models between schools and workplaces Epistemological perspectives in teacher education Norwegian vocational education system quality assessments Her 30+ scientific publications, 4 textbooks, and 6 research reports demonstrate sustained contributions to vocational pedagogy. She actively disseminates findings through conferences like ECER and ATEE, emphasizing practical applications of research in educational practice.

Jill Bernard BracyView profile

Teaching Professor

• Transportation Safety
• Supply Chain Management
• Autonomous Vehicles
• +3 more

Jill Bernard Bracy is an Assistant Teaching Professor in the Department of Supply Chain and Analytics at the University of Missouri – St. Louis (UMSL), and Director of the Supply Chain Risk & Resilience Research (SCR3) Institute. She also serves as Assistant Director of Program Development for the Center for Transportation Studies at UMSL. Her academic roles include teaching courses in supply chain management, analytics, marketing, and transportation. Dr. Bracy’s research focuses on transportation safety, policy initiatives, autonomous vehicles, and supply chain resilience. She actively contributes to professional organizations, serving as faculty advisor to the Transportation Club and Vice President of the Council of Supply Chain Management Professionals-St. Louis Roundtable. Her research explores topics such as policy guidance for road infrastructure, autonomous vehicle impacts on motor carriers, and crash severity analysis. Notable projects include studies on temporary rumble strips in work zones and gender differences in truck crash injury severity. Dr. Bracy has collaborated on interdisciplinary projects, combining statistical methods (e.g., CHAID decision trees) with transportation policy analysis. While no formal awards are listed, her contributions to transportation safety and education reflect her leadership in these fields. She advises student organizations and engages in program development to advance transportation studies. The SCR3 Institute under her direction focuses on supply chain risk mitigation strategies, aligning with her teaching and research priorities.

Laura AdamsView profile

Assistant Professor

• Nursing Education
• Clinical Nursing Practices
• Healthcare Systems
• +3 more

Laura Adams is an Assistant Professor of Nursing at the University of Charleston, West Virginia. She holds credentials including MSN (Master of Science in Nursing), RN (Registered Nurse), and APRN-BC (Advanced Practice Registered Nurse - Board Certified). Her role focuses on academic teaching and clinical practice within the Department of Nursing. Research interests likely align with nursing education methodologies, clinical practice improvements, and healthcare system dynamics, though specific research areas are not explicitly detailed in the provided text. No academic awards, publications, or student advisement records are mentioned in the current data. Professional activities may include contributions to nursing curriculum development and patient care advancements in her regional healthcare context.