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Jane GairView profile

Teaching Professor

University of VictoriaCanada

Dr. Jane Gair is a tenured Teaching Professor in the Division of Medical Sciences at the University of Victoria, where she teaches first and second-year medical students in the Island Medical Program (IMP). She serves as IMP Site Lead for Case-Based Learning (CBL) and Director for CBL Faculty Development, leading provincial curriculum implementation and faculty training. Her academic credentials include: BSc from McMaster University BSc from University of British Columbia (UBC) PhD from University of British Columbia (UBC) Her research centers on medical education methodologies including Problem-Based Learning (PBL) and Case-Based Learning (CBL), with emphasis on small-group pedagogy effectiveness. She maintains active scholarship in medical genetics and personalized medicine, as demonstrated through public lectures on epigenetics and genetic testing. International collaborations extend her work to the University of Newcastle (Australia), Patan Academy of Health Sciences (Nepal), and National University of Defense Technology (China). Dr. Gair directs UVic's branch of the national Let's Talk Science Outreach Program, engaging medical students in K-12 STEM education across Vancouver Island. This initiative serves as a core component of the FLEX course curriculum where she mentors students as Advisor, Assessor, and Supervisor. Her provincial faculty development work indicates ongoing grant-supported activities though specific funding sources aren't detailed. She maintains affiliations with the Centre for Biomedical Research (CBR) at UVic and the Centre for Health Education Scholarship (CHES) at UBC. Her leadership in Let's Talk Science coordinates medical student volunteers and community partners in delivering science literacy programs, with recent activities including 2023-2024 Mini Med School sessions on AI in healthcare, diabetes management, and genetic testing.

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Steven HoekstraView profile

Associate Professor

University of GroningenNetherlands

Prof. dr. Steven Hoekstra is an Associate Professor of Atomic and Molecular Physics at the University of Groningen's Faculty of Science and Engineering, within the Van Swinderen Institute. His research focuses on precision measurements using cold molecules to explore fundamental physics, including Stark deceleration, laser cooling, and searches for physics beyond the Standard Model. He leads the NL-eEDM program at Nikhef, investigating the electron's electric dipole moment. Hoekstra is also involved in educational innovation, having received the Teacher of the Year award (2020) and a Senior Teacher Qualification (2023). He has supervised over 11 PhD theses and currently mentors 5 students. His work combines experimental techniques with theoretical insights, addressing questions like symmetry violations and quantum dynamics. Key projects include manipulating BaF molecules with electrostatic fields and exploring levitated nanoparticles as sensors. Hoekstra has secured major grants, including NWO VICI (2022) and VIDI (2013), and collaborates internationally on projects like the European Strategy for particle physics. Recent articles highlight advancements in molecular beam control, spin-precession methods for EDM searches, and opportunities in radioactive molecules. He actively participates in the Physics Olympiad Netherlands as chair, contributing to science outreach and education.

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Helen LewisView profile

Associate Professor

Swansea UniversityUnited Kingdom

Dr. Helen Lewis is an Associate Professor in Education and Childhood Studies at Swansea University's School of Social Sciences. She serves as the School Education Lead and Programme Director for the Primary Postgraduate Certificate in Education (PGCE). Her work bridges teacher education, metacognitive development in children, and innovative uses of animal-assisted interventions in schools. Her research focuses on two pillars: 1) fostering children's thinking skills and metacognition through pedagogical frameworks like Project Zero's VSRD methodology, and 2) exploring how school dogs enhance pupil well-being, learning, and resilience. Recent projects include an ESRC-funded initiative creating best practice guidelines for canine-assisted education. Professionally, she holds certifications in animal-assisted play therapy and canine intervention strategies. She actively contributes to academic governance as an External Examiner at institutions like University College London and serves on national committees such as the National School Dog Alliance and Let's Think Forum. Her career highlights include leadership roles in program development (BA Education Studies, MA Education), peer review for academic journals, and governance as a primary school inspector for Estyn. She balances rigorous scholarship with practical advocacy for evidence-based educational practices.

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Noomi Christine Linde MatthiesenView profile

Associate Professor

Aalborg UniversityDenmark

Noomi Christine Linde Matthiesen is an Associate Professor at the Department of Communication and Psychology, Faculty of Humanities and Social Sciences, Aalborg University. Her research focuses on family life, cultural care practices, and families' interactions with welfare state institutions like daycare and school. She co-leads the Psychology of Culture, Humanity and Education and SSH Children and Youth Research Network groups. Academic Background: M.A. in Psychology, Ph.D. Key Projects: BEST: Best Interests of the Child , TROLD: Wellbeing and Play Participation , and Præstationsfrigørende Rum (Performance-Free Spaces). Her work examines how adults foster children's development, emphasizing trust, emotional labor, and subjectivity. Publications often intersect psychology, education, and cultural studies, addressing parental coaching, leisure time pedagogy, and normative ideals in child protection. Media contributions highlight critiques of performance-driven parenting and solutions for wellbeing. Recent articles (2024–2025) explore situated psychology, trust theory, and leisure pedagogy, with subfields spanning emotional labor, child protection, and cultural adaptation. Collaborations with scholars like S. Brinkmann and T. Szulevicz reflect interdisciplinary engagement.

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Victoria ReayView profile

Researcher

Lancaster UniversityUnited Kingdom

Dr Victoria Reay is an Honorary Researcher and PBL Tutor at Lancaster Medical School, Lancaster University. Qualified as a doctor in 2004, she previously held NIHR academic foundation and clinical fellow posts at Guy's and St Thomas' Hospital in London. After a hiatus from research, she returned to academia to investigate how electronic patient records reshape medical work practices in hospital settings. Her educational background includes: MBChB (medical degree) MRCP (Membership of the Royal College of Physicians) PGDip in Palliative Medicine PhD from Lancaster University (2023) titled 'Materialising the electronic patient record: Reshaping medical practices on NHS wards' Dr Reay's research spans two distinct domains. Her current work focuses on health informatics, examining how electronic patient records transform clinical workflows, documentation practices, and professional roles within NHS hospitals. Previously, she conducted significant research in respiratory immunology, particularly investigating molecular mechanisms in aspirin-sensitive asthma including prostaglandin receptor expression and IL-25 mediated angiogenesis. This interdisciplinary approach bridges clinical medicine, health services research, and sociotechnical studies of healthcare systems. Her publication record reveals a clear evolution from clinical immunology (2009-2012) to health informatics (2023). Early work centered on asthma pathophysiology, vocal cord dysfunction diagnostics, and fungal exposure assessment, while her doctoral thesis marks a decisive shift toward analyzing digital healthcare transformation. This transition reflects her firsthand experience with electronic record implementation and its profound impact on medical practice. As a PBL Tutor, Dr Reay contributes to medical education through problem-based learning. Her NIHR academic foundation and clinical fellow posts indicate prior research support, though specific current grants aren't detailed. She participates in an interdisciplinary network focused on culture, health, ethics, and society, facilitating collaborative research across these domains.

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Beth KingView profile

Academic

Pennsylvania State UniversityUnited States

Beth King is an Associate Teaching Professor in the Department of Geography and Assistant Program Manager for Online Geospatial Education at the John A. Dutton e-Education Institute, Pennsylvania State University. She oversees the Master of Geographic Information Systems (MGIS) program, managing student progress, communication, and capstone projects. Her expertise spans GIS data management, geospatial analysis, and online education design. Education: M.Ed. Adult Education (2003) and B.S. Geography (1996), both from Penn State. Research interests focus on effective online education strategies, GIS pedagogy, and supporting adult learners in geospatial programs. She co-authored courses like GEOG 483 and GEOG 482, emphasizing problem-solving and practical GIS applications. Awards : Most Outstanding Online Teaching & Learning Program (Sloan-C, 2009) Special Achievement in GIS Award (ESRI, 2004) She actively advises MGIS students, coordinates program logistics, and mentors peers. Her service includes roles in the Penn State Faculty Senate and leadership in the Dutton Institute.

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Eva Hammar ChiriacView profile

Professor

Linköping UniversitySweden

Eva Hammar Chiriac is a Professor in the Department of Behavioural Sciences and Learning at Linköping University, specializing in the Division of Psychology. Her research focuses on group processes within educational systems, emphasizing cooperative learning, problem-based learning (PBL), and interprofessional problem-based learning (iPBL). She explores how group dynamics influence learning outcomes, particularly in contexts like classrooms and higher education settings. Her work also addresses challenges in assessing knowledge and abilities developed through group collaboration, as well as fostering positive school climates. Her academic journey includes a PhD in Psychology (2003) and becoming a full Professor at Linköping University in 2020. She leads research projects on group work assessment, classroom management, and school climate improvement, often employing qualitative methods like group observations and focus groups. Collaborations include national and international researchers in social psychology, pedagogy, and medical fields. Key research areas include: Assessment strategies in cooperative learning Interprofessional education dynamics Student and teacher perspectives on group work fairness School climate and teacher-student relationships Her teaching includes courses on group psychology, social psychology, and group observation techniques. She actively supervises PhD students, including Johan Forsell, and contributes to academic networks like the International Association for the Study of Cooperation in Education (IASCE).

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Vaso LykourinouView profile

Academic

Northeastern UniversityUnited States

Vaso Lykourinou is an Associate Teaching Professor at Northeastern University within the Department of Chemistry and Chemical Biology . Her work spans green chemistry research and innovative pedagogy. Research focuses on green catalysis , hydrolysis , and green oxidation using MOFs , metallopeptides , and proteins . Develops sustainability curriculum and implements active learning , PBL , and TBL in chemistry education. Collaborates with undergraduate researchers and faculty on projects involving biofuels , fuel cells , and green catalysts . Member of the Research Alliance in Science and Engineering lab group.

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Lynn MartinView profile

Associate Professor

McMaster UniversityCanada

Lynn Martin is an Associate Professor at the School of Nursing, McMaster University , with a focus on nursing education , student assessment , and clinical reasoning frameworks . Her work spans curriculum development, simulation integration, and emotional intelligence in health professions education. Academic Rank: Associate Professor University: McMaster University School: School of Nursing Research Interests include: Nursing education methodologies Simulation in clinical training Abductive reasoning application Moral distress in student evaluation Problem-based learning effectiveness Recent Publications highlight: 2021: Nurse-led interventions for implantable cardioverter-defibrillator candidates 2020: Abductive reasoning in nursing pedagogy 2016: Moral distress impacts on student assessment 2015: Simulation adoption in undergraduate nursing

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Bettina GlundeView profile

Professor

Frankfurt University of Applied SciencesGermany

Prof. Dr. Bettina Glunde is a faculty member at the Frankfurt University of Applied Sciences , Department 4: Social Work & Health. She specializes in healthcare education, vocational pedagogy, and aging-related care innovations. Her work emphasizes interdisciplinary collaboration, qualitative research, and technology integration in nursing education. Current research focuses on interdisciplinary housing counseling (ProWoB project) and robot-assisted elder care (Pepper robot study). She leads international educational initiatives like the Erasmus Winterschool and Summerschool programs. Her publications span topics including project management in PhD research , interprofessional curricula , and media competency for migrants . She is affiliated with academic organizations such as the German Society for Nursing Science and the German Society for Pedagogy .

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Carolyn M. ShieldsView profile

Professor

Wayne State UniversityUnited States

Carolyn M. Shields, Ph.D., is Professor of Educational Leadership and Policy Studies in the College of Education at Wayne State University, Detroit. A scholar-activist with over three decades of experience, her work centres on transformative leadership for social justice, equity, and democratic education in both K-12 and higher-education contexts. Education B.A. French & English, Queen’s University (1968) M.A. French, Queen’s University (1970) Ph.D. Educational Administration, University of Saskatchewan (1991) Certificate in Problem-based Learning, PBL Training Institute, Palo Alto (1993) Additional certifications in assessment, creative education, special education, and administrative leadership. Research Focus Dr. Shields’ scholarship interrogates how leaders can create inclusive, democratic environments that foster academic excellence while redressing inequity. Her research spans cross-cultural leadership, transformative leadership theory, Indigenous education (notably with Navajo schools), structural reform such as year-round schooling, and international comparative studies on equity policy and practice. Publications & Thought Leadership Across more than 100 refereed works—including seven books—she has advanced transformative leadership as a vehicle for systemic change. Recent titles explore practical implementation of equity-focused leadership and allyship in schools, positioning her at the forefront of socially-just educational administration discourse. Awards & Recognition Honorary Doctorate, Laval University (2017) Liebman Book Award (2000) Fellow, Commonwealth Council for Educational Administration and Management (2004) Distinguished Service Award, Canadian Association for Studies in Educational Administration (2009) Teaching for Social Justice Award, AERA SIG (2010) Grants, Advising & Service Dr. Shields has secured over one million dollars in external funding and has supervised numerous master’s and doctoral students, many of them international. She has served as Dean of the College of Education at Wayne State, department head at both University of Illinois and UBC, board member for UCEA and CASEA, and advisor to ministries and school systems in Canada, the U.S., China, New Zealand, and France. Labs, Centres & Community Engagement She founded the School Leadership Centre at UBC and the non-profit “Books to Schools,” which ships print materials to under-resourced schools worldwide. Continuous community engagement includes leadership institutes, keynote addresses on five continents, and ongoing consultation with districts serving marginalized populations.

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Ginie Servant-MiklosView profile

Assistant Professor

Erasmus University RotterdamNetherlands

Ginie Servant-Miklos is an Assistant Professor at the Erasmus School of Social and Behavioural Sciences , Erasmus University Rotterdam. A leading figure in environmental education and problem-based learning (PBL), she develops pedagogical frameworks like Experimental Pedagogics and founded the Bildung Climate School and FairFight Foundation , which supports girls and women in Zambia, Zimbabwe, and India through martial arts and education. Her work bridges sustainability education, societal impact, and educational innovation. Bachelor of Arts in Politics, Philosophy, and Economics – University of Kent LLM in International Law – Kent Law School MA in International Relations – Sciences Po Lille PhD in Education Philosophy and Psychology – Erasmus University Rotterdam Post-doctoral research grant – Aalborg University Her research focuses on innovative pedagogies for societal transformation, particularly addressing climate change through problem-based learning . She explores how educational frameworks can cultivate resilience, agency, and ethical responsibility in the face of global crises. Her book Pedagogies of Collapse challenges traditional educational paradigms, advocating for hope-driven learning in the context of existential threats. Recent publications highlight her contributions to climate education and sustainability literacy , analyzing trends in PBL engineering students' awareness and engagement. Her work spans interdisciplinary collaborations, including roles at Tyumen University as a visiting professor. Scientific Awards: Leadership Fellow – Comenius Network for educational innovators (Netherlands) As founder of the FairFight Foundation , she integrates martial arts with mental health support and education for women in marginalized regions. Her advocacy appears in TEDx talks, podcasts, and debates, emphasizing sustainability and gender equality .

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Jennifer SuhView profile

Professor

George Mason UniversityUnited States

Dr. Jennifer Suh is a Professor of Mathematics Education at George Mason University’s College of Education and Human Development. She co-directs the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE), a partnership between the College of Education and the College of Science. Her work focuses on elementary mathematics education, teacher development through lesson study, and equitable instruction using mathematical modeling and technology. PhD in Mathematics Education Leadership with a specialization in Instructional Technology (George Mason University, 2005) Bachelor of Arts (University of Virginia, 1994) Masters in Teaching (University of Virginia, 1994) Dr. Suh’s research centers on: Building pedagogical content knowledge via lesson study and collaborative partnerships Promoting representational fluency through physical/virtual manipulatives Designing STEM problem-based learning (PBL) environments Developing equity-centered frameworks for technology integration Mathematical modeling for social justice and community contexts Her recent publications highlight trends in algorithmic thinking with AI tools, culturally responsive pedagogy, and adaptive learning environments. She also explores interdisciplinary approaches to mathematical modeling and 21st-century skills. Scientific awards include: Nomination (2011) for the Rising Star Outstanding Faculty Award by Virginia institutions Dr. Suh supervises teacher interns through George Mason’s Professional Development School Program and collaborates with Northern Virginia school districts via the COMPLETE center. She emphasizes authentic problem-solving and teacher leadership development.

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Marianne KallasteView profile

Lecturer

Tallinn University of TechnologyEstonia

Marianne Kallaste is a Lecturer at Tallinn University of Technology (TalTech), School of Business and Governance, Department of Business Administration. She serves as Programme Director for International Business Administration (0.20 FTE) and has held various roles including Lecturer, Research Fellow, and project coordinator. Education: Master's Degree (2011) in Organizational Culture from TalTech; PhD studies (interrupted) in Entrepreneurial Ecosystems Research Focus: Entrepreneurial ecosystems, problem-based learning, university-business collaboration, SME internationalization Project Leadership: Currently leads 'Digital-Physical Hybrid Architecture of Entrepreneurial Ecosystem' (2025-2029, €116,518) Her work emphasizes transforming higher education through entrepreneurial mindsets and cross-disciplinary approaches. She has co-authored 15+ publications analyzing Estonian entrepreneurship ecosystems, university innovation capacity, and open innovation strategies in post-socialist contexts. Scientific Awards: 2024 TalTech Department of Business Administration award for academic innovation in large research project submissions As project leader for multiple EU-funded initiatives (e.g., BeComE, INNOLAB), she bridges academia and industry while serving on the Estonian Economic Association and Estonian Andragogy Association.

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Samuel SeveranceView profile

Assistant Professor

Northern Arizona UniversityUnited States

Samuel Severance is an Assistant Professor in the Center for Science Teaching & Learning (CSTL) at Northern Arizona University (NAU), where he contributes to STEM education research and teacher development. His work is centered on improving science and computational thinking instruction through project-based learning and research-practice partnerships. His research interests include: Project-Based Learning (PBL) Computational Thinking (CT) in K-12 education Equity and inclusion in STEM Teacher learning and professional development Curriculum design aligned with NGSS Multilingual and culturally diverse learners His recent publications reflect a strong focus on integrating making, computing, and cultural relevance into science education. He emphasizes design principles for equitable access and has contributed to major educational frameworks and encyclopedias. His work is frequently published in leading venues such as Studies in Science Education and the International Conference of the Learning Sciences . Notable scientific contributions include: Advancing PBL and NGSS alignment Designing CT instruction for multilingual learners Strengthening research-practice partnerships in teacher education Centering cultural assets in STEM for immigrant communities While no formal list of awards is provided, his high-impact publications and collaborations suggest recognition in the learning sciences community. He is actively involved in mentoring and likely advises graduate students, though specific names are not listed. His research is supported through collaborative grants and partnerships focused on improving STEM teaching and learning in diverse contexts. Samuel Severance is affiliated with research networks focused on learning sciences and computational thinking, collaborating with leading scholars such as Joseph Krajcik and Emily Miller. His work is part of a broader effort to transform science education through innovation, equity, and practical application.

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