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Arne BewersdorffView profile

Researcher

• AI Literacy
• Educational Technologies
• Science Education
• +4 more

Dr. Arne Bewersdorff is a Post Doctoral Researcher in Educational Sciences at the Technical University of Munich (TUM), School of Social Sciences and Technology. He coordinates the TUM-DigiLLab (Digital Teaching and Learning Lab), which promotes digital skills in secondary and vocational teacher training. His work focuses on fostering AI literacy and developing AI tools for STEM education through research and teaching activities. Dr. Bewersdorff's research interests center on AI literacy, educational technologies, science education, and teacher training. His work explores how AI can enhance science education through adaptive feedback systems, experimentation protocols, and digital learning environments. He investigates AI attitudes, self-efficacy, and the development of AI literacy among university students and pre-service teachers. His research spans both theoretical frameworks and practical implementations of AI in educational contexts. His recent publications reveal a strong trend toward AI applications in education, particularly focusing on AI literacy assessment, adaptive feedback systems, and the integration of large language models in science education. His work spans multiple methodologies including systematic reviews, test development, experimental studies comparing AI and human performance, and multinational assessments of AI literacy. The research consistently addresses practical applications of AI in educational settings while maintaining strong theoretical foundations in educational psychology and science pedagogy. Fellow of the TUM Center for Educational Technologies Recipient of ESERA Travel Award Member of winning HOLA Innovation Pitch team at Medien- und Filmgesellschaft Baden-Württemberg Dr. Bewersdorff coordinates multiple significant research projects including the TUM-DigiLLab infrastructure, EPIC-AI (an AI feedback tool for student experimentation protocols), Junior Fellowship Artificial Intelligence (developing AI literacy courses for pre-service science teachers), and the Knowledge Hub project providing Open Educational Resources on emerging technologies. He has received funding from the Joachim Herz Foundation and through TUM's Excellence Strategy initiative. His work bridges research and practice through close collaboration with educational institutions and practitioners. As coordinator of the TUM-DigiLLab, Dr. Bewersdorff leads a multidisciplinary team focused on creating innovative digital teaching and learning environments. The lab serves as both a research and development space for digital competencies and a practical training ground for future educators. His team collaborates across disciplines to develop and assess AI tools specifically designed for STEM education contexts.

Ginger ShultzView profile

Associate Professor

• Chemistry Education
• Educational Research
• STEM Education
• +3 more

Ginger Shultz is an Arthur F. Thurnau Associate Professor of Chemistry and Associate Chair for Education Development & Practice at the University of Michigan, where she holds dual affiliations with the Chemistry department and the Honors Program. Her interdisciplinary research bridges chemistry content expertise with educational methodologies to transform university-level science instruction. Her research program centers on three interconnected pillars: developing automated text analysis tools to assess student writing as a superior alternative to traditional testing; designing evidence-based training for graduate student instructors to enhance teaching effectiveness; and cultivating chemistry information literacy skills to support authentic scientific inquiry. She employs mixed-methods approaches to investigate how students transition from passive knowledge consumers to active knowledge producers in chemistry education. Analysis of her recent publications reveals a consistent focus on writing-to-learn as a transformative pedagogical strategy across chemistry and biology education. Her work demonstrates how writing assignments uncover student misconceptions, measure conceptual understanding of complex topics like light-matter interactions, and develop scientific communication skills. A secondary theme examines instructor development, particularly how graduate teaching assistants build pedagogical content knowledge in specialized areas like NMR spectroscopy. Scientific recognition includes: Arthur F. Thurnau Professorship for exceptional teaching Shultz leads the Shultz group, which mentors doctoral students conducting full-time educational research, often through joint chemistry-education dissertation projects. Her group actively develops curricular innovations that address critical gaps in evidence-based chemistry instruction while preparing future educators for academic and policy-oriented careers. The Shultz group operates at the intersection of chemistry and education research within the University of Michigan's Chemistry department, maintaining strong connections to the Honors Program where they implement and study innovative teaching approaches that redefine student engagement in scientific practice.

Leanne O'KeeffeView profile

Lecturer

• Complex and Challenging Behaviours
• Child and Adolescent Mental Health
• Trauma and Attachment
• +2 more

Leanne O'Keeffe is a PhD researcher at the Cambridge Institute for Music Therapy Research within the Cambridge School of Creative Industries at Anglia Ruskin University, and serves as a Visiting Lecturer in Music Therapy at the University of Birmingham. Her doctoral research, funded by Dravet Syndrome UK, investigates the effect of music therapy on behavioural concerns impacting quality of life for children with Dravet syndrome, a rare neurological disorder. Her academic credentials include: MA in Music Therapy from Anglia Ruskin University (2013) BMus (Hons) in Music from the University of Birmingham (2010) Her research integrates clinical practice with academic inquiry across complex and challenging behaviours, child and adolescent mental health, trauma and attachment, rare diseases and disorders, and hospice care for children. With specialized expertise in autism spectrum disorder (ASD) and social, emotional and mental health (SEMH), she draws from extensive frontline experience in special needs schools, children's hospices, and crisis intervention settings to address critical gaps in therapeutic approaches for vulnerable populations. Her publication record demonstrates focused contributions to music therapy evidence, exemplified by the 2020 case study "Truly meeting Caleb" examining long-term interventions for profound and multiple learning disabilities. This work reflects her commitment to developing practical frameworks that enhance communication, emotional regulation, and quality of life for children with severe disabilities through music-based therapeutic modalities. As a BAMT approved Supervisor, Leanne provides clinical oversight to music therapy practitioners while advancing her PhD under supervisors Dr Jonathan Pool, Dr Simon Cork, and Prof Sanjay Sisodiya. Her research program at the Cambridge Institute for Music Therapy Research actively collaborates with clinical partners and patient advocacy groups to translate findings into real-world therapeutic applications, particularly for rare neurological conditions like Dravet syndrome.

Dave van BreukelenView profile

Senior Lecturer

• Design-Based Education
• Physics Education
• STEM Education
• +4 more

Dave van Breukelen is an Associate Lecturer and teacher trainer in physics at Fontys Teacher Training College Sittard (FLOS), part of Fontys University of Applied Sciences. He is a member of the FLOS Integrative Education & Boundary Crossing (IOBC) research group, focusing on design-based education in science subjects within the "Didactic Development" thematic area. His work bridges teacher education, physics instruction, and innovative educational approaches. Dr. van Breukelen's educational background includes: PhD in Science Education (STEM) from Delft University of Technology (2012-2017) Master's in Physics Education from Utrecht University (2001-2004) Bachelor's in Physics Education from Fontys University of Applied Sciences (1997-2001) Dr. van Breukelen's research centers on design-based education in science subjects , particularly focusing on how students learn science concepts through design activities. His doctoral work, "Teaching and Learning Science Through Design Activities. A Revision of Design-Based Learning," earned him the Fontys Research Award in 2017 and led to the development of the FITS model to improve concept learning through design-based approaches. His research addresses key challenges in STEM education, including making abstract concepts tangible, fostering interdisciplinary connections, and creating authentic learning experiences that mirror real-world scientific practices. His publication record reveals a strong evolution from foundational work on the FITS model toward broader explorations of blended learning environments and cross-border STEM initiatives. A notable trend is his increasing emphasis on collaborative, boundary-crossing educational practices through Professional Learning Communities and international collaborations in the Meuse-Rhine Euroregion. His recent work on the Euregional Technology Award demonstrates practical application of his research to address regional STEM workforce shortages. Dr. van Breukelen has received recognition for his scholarly contributions: Fontys Research Award (2017) for his doctoral research on design-based learning As an educator, Dr. van Breukelen actively supervises bachelor's and master's students at FLOS, guiding their graduation projects while integrating research skills development into curriculum design. His work extends to professional development programs for instructors and regional educational initiatives addressing STEM graduate shortages in the Meuse-Rhine Euroregion through design competitions rooted in inquiry-based learning. Dr. van Breukelen is an active member of the FLOS Integrative Education & Boundary Crossing research group and collaborates extensively within the Academische Opleidingsschool Limburg partnership, where teacher education programs and schools have collaborated for twenty years on professionalization through Professional Learning Communities.

• Educational Technology
• Learning Analytics
• Artificial Intelligence in Education
• +3 more

Marcus Specht is a Professor affiliated with Delft University of Technology and Leiden University, Netherlands. His research focuses on Educational Technology, Learning Analytics, and Artificial Intelligence in Education. He has contributed to projects involving agent-based social skills training, hybrid intelligence for cognitive process analysis, and computational thinking assessment in higher education. His work spans mobile learning, collaborative learning analytics, and gamification in MOOCs. He collaborates extensively with researchers like Marco Kalz, Roland Klemke, and Hendrik Drachsler. Notable contributions include the Presentation Trainer for public speaking feedback and the DojoIBL platform for inquiry-based learning. His research emphasizes multimodal learning systems, including AR/VR applications and sensor-based training tools. He explores the integration of AI into educational platforms, as seen in projects like JELAI and the ARTES architecture for social skills training.

• Molecular Ecology
• Amphibian Conservation
• Phylogeography
• +5 more

Dr. Inga Zeisset is a Senior Lecturer in the School of Applied Sciences at the University of Brighton, where she is part of the Ecology, Conservation and Society Research Excellence Group. Her work bridges molecular ecology with practical conservation applications, focusing particularly on amphibian species in Europe. Zeisset earned her BSc (Hons) in Ecology and Conservation with First Class honors from the University of Sussex (1994-1997), followed by a PhD in Molecular Ecology of North European Water Frogs from the same institution (1997-2001). Her doctoral research laid the foundation for her ongoing work in amphibian phylogeography and conservation genetics. Her research interests center on molecular ecology approaches to conservation challenges, with particular expertise in phylogeography, invasive species dynamics, the relationship between genetic diversity and fitness, adaptive genetic variation, and environmental DNA applications. Zeisset has developed specialized knowledge in amphibian conservation, particularly regarding pool frogs (Pelophylax lessonae) and their reintroduction to the UK. Her work frequently employs molecular methods including microsatellite analysis and MHC (Major Histocompatibility Complex) studies to address conservation questions. Analysis of her publication record shows a consistent research trajectory focused on amphibian conservation genetics, with recent work emphasizing practical conservation applications like species reintroduction monitoring and environmental DNA techniques. Her publications span molecular methodology development, phylogeographic studies, and applied conservation research, demonstrating how fundamental genetic research can inform conservation practice. The work shows increasing emphasis on practical conservation applications in recent years. Zeisset led the significant research project "Reintroduction of northern clade pool frogs (Pelophylax lessonae) to the UK" from 2014-2018, which represents a major contribution to amphibian conservation practice in Britain. Her supervisory interests include molecular ecology, amphibian ecology and conservation, phylogeography, species distribution, invasive species, and eDNA applications, indicating her commitment to training the next generation of conservation scientists. Her teaching philosophy emphasizes student-centered approaches, inquiry-based and cooperative learning. She incorporates practical sessions and group work into her lectures, providing guided reading and online resources to support deeper student engagement with course material outside the classroom.

• Science Education
• Primary Education
• Teacher Development
• +3 more

Anne Forbes is a past academic researcher with expertise in science education and teacher development. Her work focuses on enhancing primary science education through community-based approaches, teacher professional development, and improving student engagement. She has collaborated on initiatives like the MyScience project, emphasizing hands-on investigations and cross-age mentoring. Her research explores how communities of practice can bridge gaps between scientists, educators, and students, fostering deeper understanding of science concepts. Key contributions include studies on dual-approach instruction's impact on student motivation (2018), secondary science teachers' involvement in primary classrooms (2016), and the role of communities of science practice in teacher training (2017). Her early work (2003) pioneered inquiry-based science activities for kindergarten students, establishing foundational science learning principles. Forbes has published extensively in journals like Research in Science Education and Teaching Science , with a focus on collaborative educational models and curriculum innovation. Despite no explicitly stated awards, her research has influenced primary science pedagogy and teacher education programs in Australia and beyond.

• Deaf Education
• Bilingual Education
• Immigrant Families with Deaf Children
• +4 more

Christi Batamula is an Assistant Professor in the Department of Education at Gallaudet University, part of the School of Language, Education, and Culture. She has been at the university since 2005, transitioning from early childhood education roles to her current academic position. Her academic credentials include a Ph.D. in International Education from George Mason University, an M.A. in Deaf Education from Gallaudet, and a B.A. in Elementary Education from Geneva College. Her research focuses on diverse deaf learners, immigrant families, bilingual education, and critical pedagogy. Notable projects include the Family Language Planning Digital Toolkit (funded by NIDCD NIH) and contributions to teacher preparation programs. She has advised numerous students in capstone projects and doctoral dissertations, spanning topics like anti-bias education and Reggio Emilia approaches. Batamula has taught over 30 courses since 2009, including core subjects like Early Childhood Environments and Deaf Learners in Bilingual Contexts . Her work emphasizes culturally responsive teaching and family engagement, reflected in grants such as the SEEDS Project (US Department of Education) aimed at safeguarding deaf children's development. She held leadership roles including Department Chair of Education (2019–2020) and currently serves on the Faculty Senate. Her scholarly contributions span articles on family language policies, bilingual education, and innovative pedagogical frameworks, advocating for inclusive and culturally affirming practices.

Susette S. MinView profile

Professor

• Asian American Literature
• Ethnic American Literature
• Asian American Art
• +7 more

Susette S. Min is a Professor in the Department of Art History at the University of California, Davis, with a strong affiliation to Asian American Studies. She is an active faculty member contributing to the Graduate Program and teaches courses at the intersection of art, literature, and cultural politics. Her research centers on Asian American Literature, Ethnic American Literature, Asian American Art, contemporary art, and visual culture . She critically examines the cultural and political dimensions of artistic expression and exhibition practices. Her teaching includes Museum Training: Curatorial Principles , which explores the power and politics of display, and Photography in History , which investigates photography’s aesthetic, technical, and social impact on art and subjectivity. While no publications or awards are listed in the provided text, her academic profile reflects deep engagement with curatorial experimentation, visual representation, and interdisciplinary cultural studies. Her work emphasizes collaborative exhibition-making, often involving students in curating exhibitions at the Shrem Museum or other campus venues. Scientific Awards: No awards listed in the provided text. She advises graduate students as an affiliated faculty member in the Graduate Program and integrates pedagogy with hands-on curatorial practice. Her courses function as both seminars and labs, emphasizing experiential learning and critical inquiry into the history and ethics of exhibition-making. She is involved in curatorial projects and museum training initiatives, particularly through collaborations with the Manetti Shrem Museum and campus-based exhibition spaces. Her work fosters interdisciplinary dialogue between art history, ethnic studies, and contemporary visual culture.

Sky CroeserView profile

Senior Lecturer

• Digital Activism
• Technology Ethics
• Queer Theory and AI
• +5 more

Dr. Sky Croeser is a Senior Lecturer at Curtin University, located on Noongar Boodja (Perth), within the School of Media, Creative Arts and Social Inquiry under the Faculty of Humanities. They hold a portfolio in the Office of the Provost. Their research examines how people shape and are shaped by everyday technologies, focusing on activist communities and digital justice. Teaching units include Power, Politics, and the Internet and The Digital Economy , integrating practical workshops with theoretical frameworks. Research interests span queer parenting praxis in AI ethics, intersectional critiques of online free speech, Tunisian Internet reform post-2011 revolution, and Greek anti-fascist media strategies. They emphasize participatory methods and accessible knowledge dissemination through collaborations with Tactical Technology Collective and Ad Astra Comix , producing comic-based resources on topics like AI ethics and digital rights. Recent work prioritizes climate justice advocacy and decolonial approaches to technology. Dr. Croeser’s publications address blended data methodologies, digital liberties movements, and the sociopolitical dimensions of internet governance. They actively engage with community groups through initiatives like the Learning Futures network , designing workshops on leveraging the internet for social change.

Leah MercerView profile

Associate Professor

• Theatre Directing
• Devising Performance
• 20th Century Theatre
• +3 more

Leah Mercer is an Associate Professor at Curtin University's School of Media, Creative Arts and Social Inquiry, part of the Faculty of Humanities. She serves in the Office of the Provost and teaches Theatre Arts, specializing in new work development, directing, and devising performance. Her research focuses on theatre directing practices, feminist performance, and mythology integration. Education: PhD (Performance as Research, Queensland University of Technology, 2009); MFA (Directing for Theatre, California Institute of the Arts, 1999); MA and BA (University of Queensland, 1998/1990). A Fulbright scholar, she has extensive international training in theatre practices. Research interests include collaborative performance creation, feminist thematic exploration, and interdisciplinary performance. Her work with The Nest Ensemble since 2004 emphasizes devised theatre, with notable productions like Joey: the Mechanical Boy (2014 WA Best Director Award) and Home (2015). Her academic work bridges practice and theory, exemplified by her Philip Parsons Prize-winning PhD project The Physics Project (2008). Publications span creative works and scholarly articles, including contributions to Live Research: Methods of Practice-Led Inquiry in Performance and Social Construction in Action . Awards include the Silver Matilda Award for Directing (2007) and recognition for cross-disciplinary educational initiatives. She advises student productions through Curtin's Hayman Theatre Company, directing works by Sarah Ruhl, Bertolt Brecht, and others. Labs/Teams: Co-founder of The Nest Ensemble, a collective producing innovative theatre. Engaged in workshops on mask work, Suzuki training, and Theatre of the Oppressed methodologies.

C. Patrick ProctorView profile

Professor

• Bilingualism in school settings
• Language and literacy development
• Reading comprehension
• +3 more

C. Patrick Proctor is a Professor and Department Chair of Teaching, Curriculum, and Society at Boston College's Lynch School of Education and Human Development . His career spans roles as a Spanish-English dual language teacher, bilingual resource teacher, education specialist, and researcher. He holds an Ed.D. from Harvard University, an M.A. from Stanford University, and a B.A. from Clark University. Education: Ed.D., Harvard University; M.A., Stanford University; B.A., Clark University Proctor's research merges critical and developmental perspectives on bilingualism, language, and literacy. He focuses on designing and evaluating multilingual literacy curricula , classroom dynamics in multilingual settings, and instructional frameworks that integrate students' languages and lived experiences. His work emphasizes collaboration with educators to implement evidence-based practices. Recent publications highlight his focus on bilingual teacher education , grouping strategies for literacy instruction, and scaling interventions like the CLAVES curriculum. While no specific awards are listed, his funded research includes three major Institute of Education Sciences grants (2020-2025) examining literacy interventions and grouping effects for bilingual learners.

• Leadership and Organizational Culture
• Total Quality Management
• Innovation
• +7 more

Kristen Snyder is a Professor at Mid Sweden University, affiliated with the Department of Communication, Quality Management and Information Systems (KKI). She serves as Program Coordinator for the Master's in Quality Management and Leadership and focuses on four core research areas: Leadership and Culture (LC), Total Quality Management Systems (QM), Innovation (I), and Quality Services (QS). PhD in Organizational Development (1997, University of South Florida) Specializes in bridging theory-practice gaps in organizational transformation Developed theories on leadership and change based on chaos/complexity theory Conducts cross-sector research in education, healthcare, and manufacturing Her research explores systemic quality development through projects like SIMPLY LEAN (value-based leadership models) and SQMA Measurement Index (collaboration with Chalmers University). She employs methodologies such as storytelling and appreciative inquiry to create sustainable leadership frameworks. Kristen's recent publications focus on educational transformation (2025), arts-based organizational interventions (2025), and preschool quality assurance (2024). Her work consistently emphasizes cross-cultural collaboration and digital innovation in quality management. At Mid Sweden University, she teaches doctoral courses in Scientific Philosophy, Ethics, and Research Writing, while supervising Master's theses in quality management. Her collaborations span public health initiatives and private sector innovation projects across Sweden and international contexts.

• 19th-century French literature
• Restoration novel
• Literary communication
• +4 more

Caroline Raulet-Marcel is a Lecturer at the University of Burgundy , affiliated with the Faculty of Letters and Philosophy and based at the INSPE Auxerre site. Her research focuses on 19th-century French literature, Restoration novel historical poetics, literary communication, and the history of the book and reading. Education: Doctorate in Text and Image History/Semiology (University of Paris Diderot - Paris 7, 2008) Career: University of Burgundy since 2009, former positions at Paris institutions and abroad Her work explores children's literature in Romantic Europe and the pedagogy of creative writing , with recent publications on 1824's literary shifts and collaborative authorship dynamics. She serves on the editorial boards of Cahiers d’études nodiéristes and French Today . Key publication trends include: 1820s literary evolution, author-reader dynamics in Romanticism, didactic approaches to literary education, and periodical studies of 19th-century France. All available articles demonstrate intersections between literary analysis and educational frameworks. Contact: Caroline.Marcel@u-bourgogne.fr

Noboru MatsudaView profile

Associate Professor

• Artificial Intelligence
• Learning Sciences
• Educational Technology
• +5 more

Noboru Matsuda is an Associate Professor in the Department of Computer Science at North Carolina State University, affiliated with the Chancellor’s Faculty Excellence Program cluster in Digital Transformation of Education . He leads the Innovative Educational Computing Laboratory and is an affiliate of the Center for Educational Informatics . His research bridges artificial intelligence , cognitive science , and education to develop adaptive learning technologies. Master of Science in Math Education, Tokyo Gakugei University Ph.D. in Intelligent Systems, University of Pittsburgh Matsuda’s work focuses on intelligent tutoring systems , generative AI for educational content, and adaptive online courses . He has pioneered methods like PASTEL (evidence-based learning engineering) and explored SimStudent , a teachable agent for tutor learning. His studies span question generation , metacognitive scaffolding , and AI-driven skill modeling . Recent publications highlight trends in large language models for education , automated content validation , and student-agent interaction . Though no scientific awards are explicitly listed, his leadership in educational computing and cross-disciplinary research underscores his impact. Matsuda’s lab continues to innovate infrastructure for adaptive learning systems with embedded ITS technologies.