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Shiva RahmaniView profile

Assistant Professor

• Language Pedagogy
• Artificial Intelligence in Language Education
• Technology Integration in Teaching
• +5 more

Shiva Rahmani serves as an Assistant Instructional Professor in the Department of Germanic Studies within the University of Chicago's Humanities Collegiate Division, where she has taught German language courses from novice to advanced levels since 2018. Her academic journey spans institutions across Iran, Germany, and the United States, with teaching roles at Purdue University and the Goethe Institute Chicago complementing her current position. Education: MA in Germanic Studies, Purdue University (2014) MA in German (Translation Science), University of Tehran (2011) BA in German Literature, Shahid Beheshti University (2008) Associate in Applied Science (Fashion Design) Rahmani's research pioneers the integration of artificial intelligence into language pedagogy, exploring how tools like ChatGPT can create personalized learning experiences while examining domain-specific language needs for study abroad contexts. Her work bridges traditional language instruction with digital innovation through comics, memes, and interactive platforms, consistently addressing cross-cultural communication challenges and religious history's influence on German literature. This interdisciplinary approach has positioned her at the forefront of modern language education methodology. Her recent publications and presentations reveal a clear trajectory toward technology-enhanced language acquisition, with 2023-2024 works focusing intensely on AI applications while maintaining foundational work in visual literacy (comics/memes) and curriculum design. This evolution demonstrates both responsiveness to emerging technologies and continuity in her core mission of making language learning culturally immersive and accessible. Scientific Recognition: Excellence Graduate Teacher Certificate (Purdue Teaching Academy) ACTFL OPI Tester Certification Goethe Institute Examiner Certification (Prüferzertifikat) National Foreign Language Resource Center Digital Badge Rahmani actively cultivates learning communities through initiatives like virtual coffee hours connecting students with global institutions, cross-university conversation consortia, and digital platforms including ProjectDeutschIG and DeutsCHIgUeberall. Her grant-supported work has developed innovative courses such as "Deutschlandreise" and "Germany Heute," while her current IRB-certified research explores AI's pedagogical efficacy with emphasis on personalized learning pathways and cultural competency development. She leads the German Club and has established Creative Language Experiences labs focused on domain analysis for study abroad contexts, alongside developing a psychology course titled "Psycho-Cultural Exploration: Unraveling Identity through German Lens." Her collaborative projects with Jamie Rankin on the der/die/das platform demonstrate commitment to creating immersive, technology-integrated language environments that bridge classroom learning with real-world application.

Xiaodong D LinView profile

Professor

• Cognitive Science in Education
• Educational Psychology
• STEM Education
• +4 more

Xiaodong D Lin holds the Cleveland E. Dodge Professorship in Cognitive Studies at Teachers College, Columbia University, where she also serves as Founding Director of the Education for Persistence and Innovation Center (EPIC). Her expertise spans cognitive science in education, motivational learning, and international education. She earned a Ph.D. in Instructional Psychology from Purdue University, an M.A. in Elementary Science Education from Louisiana State University, and a B.A. in Foreign Language Education from Teachers College, HeNan University. Dr. Lin’s research focuses on enhancing student resilience through integrating stories of famous scientists’ struggles into STEM curricula. Her work has been featured in outlets like NPR, BBC, and China’s People Daily. She leads the NSF-funded project on motivational instruction with Carol Dweck and advises the OECD’s Education 2030 Initiative. She also chairs the Advisory Board for China’s National Research Center for Ethnic Minority and Multicultural Education, addressing minority education challenges in both the U.S. and China. Her awards include AERA’s Career Achievement Award, Distinguished Research Award, and Carnegie Scholar distinction. Lin’s research emphasizes culturally responsive pedagogy, teacher education, and cross-cultural collaboration. She advocates for integrating self-enhancement goals into global educational frameworks and has developed curricula to reduce disparities in STEM engagement for minority and low-income students.

• Dynamic Testing
• Complex Problem Solving
• Cognitive Flexibility
• +3 more

Professor Jens Beckmann is a leading academic in Educational Psychology at Durham University's School of Education, where he has held the position since 2011. Prior roles include Director of the Accelerated Learning Laboratory at the University of New South Wales and research positions at Yale University, the University of Sydney, and institutions in Germany. He is a Fellow of the Wolfson Research Institute at Durham. His research focuses on three core areas: Dynamic Testing (assessing intellectual potential), Complex Problem Solving (knowledge acquisition in dynamic systems), and Cognitive Flexibility (measuring adaptability and novel problem-solving abilities). He has developed innovative assessment tools, such as the Adaptive Computer-Based Learning Test Battery (ACIL), and contributed to frameworks like the MicroDYN simulation for problem-solving analysis. Beckmann has authored/co-authored numerous books and articles, including Managerial Problem Solving: Frameworks, Tools & Techniques and Zur Validierung des Konstrukts des intellektuellen Veränderungspotentials . His work bridges educational theory and practice, emphasizing the application of dynamic assessment in real-world settings. He serves on editorial boards for journals like Frontiers in Psychology: Cognitive Science and Journal of Dynamic Decision Making . His supervision includes postgraduate students exploring topics like language learning aptitude, self-regulation in online education, and cross-cultural educational practices. Key contributions include pioneering methods to measure cognitive flexibility and challenging traditional intelligence-testing paradigms. Current work addresses the impact of global crises (e.g., pandemic school closures) on educational outcomes and language development.

• Supply Chain Management
• Supply Chain Resilience
• Industry 4.0 Technologies
• +3 more

Ethan Nikookar is a Lecturer and Deputy Discipline Leader for Supply Chain & Analytics at the University of Wollongong's School of Business. He holds a PhD in supply chain resilience and disruption management from the University of South Australia Business School. His research focuses on integrating Industry 4.0 technologies, sustainability, and human resource management to enhance supply chain resilience. Ethan has industry experience in automotive and steel manufacturing supply chains, bridging academic theory with practical applications. He coordinates courses like Advanced Supply Chain Management and Logistics Systems. His current supervision includes a PhD project exploring antifragility in supply chains using Industry 4.0 technologies. Ethan secured an Early Mid Career Researcher Enabling Grant (2024) for conference participation. His work emphasizes real-world problem-solving, particularly leveraging social media analytics and decision support systems for sustainable consumption and resilient supply chain design. Ethan’s research interests span supply chain resilience frameworks, antifragility, and the interplay between circular economy principles and urban resilience. He advocates for adaptive supply chain capabilities to address disruptions beyond traditional risks, such as pandemics and climate change impacts.

Freydis VogelView profile

Professor

• Computer-Supported Collaborative Learning (CSCL)
• Educational Psychology
• Collaboration Scripts
• +4 more

Prof. Dr. Freydis Vogel is a Professor at the University of Hamburg's Faculty of Education, specifically within the Department of General, Intercultural and International Comparative Education as well as Educational Psychology (EW1). Her research focuses on computer-supported collaborative learning (CSCL), collaboration scripts, and their impact on educational outcomes. She investigates how socio-cognitive scaffolding, group awareness tools, and self-regulation strategies enhance learning processes in digital and collaborative environments. Her work emphasizes the design and evaluation of CSCL systems for fostering mathematical argumentation skills, collaborative problem-solving, and teacher education. Vogel also explores the role of emergency remote teaching methodologies and evidence-based practices in higher education. Her contributions bridge theoretical frameworks with practical implementations, addressing challenges in both synchronous online learning and traditional classroom settings. Key areas of interest include the interplay between collaboration scripts and cognitive processes, the effectiveness of heuristic worked examples, and the adaptation of scaffolding techniques for diverse learner populations. She has authored numerous publications on these topics and actively engages with international educational research communities through initiatives like the NAPLeS project.

Kristy L. ParkView profile

Associate Professor

• Schoolwide Positive Behavior Interventions and Supports (SWPBIS)
• Function-based interventions
• Classroom and behavior management
• +3 more

Dr. Kristy L. Park is an Associate Professor in the Division of Special Education and disAbility Research at George Mason University (GMU). She holds a PhD from the University of Louisville and is a Board Certified Behavior Analyst (BCBA) licensed in Virginia. Her work focuses on teacher training in evidence-based behavioral interventions, particularly within the framework of School-wide Positive Behavior Interventions and Supports (SW-PBIS). Dr. Park also serves as a systems coach in Virginia and has consulted in multiple states including DC, Massachusetts, Kentucky, and Maryland. Education: PhD in Special Education from the University of Louisville. Additional qualifications include a K-12 Virginia teaching license in Special Education and licensure as a BCBA. Research Interests: Dr. Park’s work emphasizes systems-level implementation of behavioral supports in schools, including functional behavior assessments, classroom management strategies, and professional development for educators. She prioritizes creating inclusive and positive school environments through data-driven decision-making and teacher training initiatives. Awards: Recipient of the 2016 Online Course Excellence Award and nominee for GMU's Teaching Excellence Award (2016, 2017). Her work was featured in Mason News for its impact on socially relevant education in Sierra Leone. Advising & Grants: Dr. Park’s professional development trainings, managed through GMU’s Training and Technical Assistance Center, support schools in implementing SW-PBIS frameworks. She collaborates across sectors, including parent organizations, charter schools, and community institutions like the YMCA. Labs/Teams: Affiliated with the Helen A. Kellar Institute for Human disAbilities and actively engaged in cross-departmental initiatives within GMU’s School of Education.

• TRIZ methodology
• Engineering education
• Materials Science and Engineering (MSE)
• +3 more

John Robertson-Begg is a Senior Lecturer in Electronics and Mathematics at the University of Derby's College of Science and Engineering. His research focuses on applying TRIZ methodology to engineering education, innovative problem-solving in materials science, and fostering sustainability awareness in motorsport. He has contributed to advancing non-technical skills for global engineering practitioners, particularly in corrosion engineering contexts. His work bridges theoretical frameworks (e.g., TRIZ, CES) with practical applications in measurement systems, detection technologies, and materials innovation. Outputs include peer-reviewed articles and book chapters addressing interdisciplinary challenges in engineering pedagogy and industrial sustainability. With 290 total views and 48 downloads of his research outputs, his work demonstrates impact in both academic and applied contexts. No specific grants, awards, or student advising details are explicitly documented in the provided text.

Roger GonzalezView profile

Professor

• Engineering Education
• Musculobiomechanics
• Computational Biomechanics
• +3 more

Dr. Roger Gonzalez is a Professor and Department Chair of Engineering Education Leadership at The University of Texas at El Paso (UTEP). His research focuses on musculobiomechanics, computational biomechanics, and low-cost prosthetic device development for underserved populations. He leads initiatives in engineering education innovation, including curriculum development and leadership training programs. Dr. Gonzalez has pioneered affordable prosthetic technologies such as the LEGS M1 knee system, emphasizing accessibility in developing nations. His academic contributions span interdisciplinary collaboration, including work with LIMBS International to advance global healthcare solutions. Awards include the TIAA Difference Maker Award for his community-focused efforts. Gonzalez has secured funding through NSF grants (DUE-0963648, HRD-1242122) and co-launched the UTEP-TTUHSC El Paso Innovation and Commercialization Fund. His teaching emphasizes leadership in engineering innovation and entrepreneurship, integrating real-world problem-solving with academic rigor. Research highlights include machine-learning applications in prosthetic control systems, additive manufacturing advancements for medical devices, and biomechanical studies of human movement. His work bridges engineering education with clinical applications, fostering both academic and societal impact through collaborative, student-centered projects.

Tobias RolfesView profile

Professor

• Mathematics Education
• Algebraic Skills
• Functional Thinking
• +3 more

Prof. Dr. Tobias Rolfes holds the position of Professor for Mathematics Education with focus on secondary level at Goethe University Frankfurt. He is affiliated with the Institute for Didactics of Mathematics and Computer Science within the Faculty of Humanities. His research program includes several ongoing projects: ITS (teaching with intelligent tutorial systems), a² (diagnosis of algebraic skills), and MiO (competence development in upper secondary mathematics). Rolfes completed his PhD in Mathematics Education at University of Koblenz-Landau (2017), Master's in Business Administration at University of Hagen (2010), and teaching qualifications at University of Münster (2001). His professional trajectory includes positions at IPN - Leibniz Institute, LMU Munich, and secondary teaching roles before assuming his current professorship in 2022. His research spans foundational mathematical competencies, digital learning environments, and transition phases in mathematics education. Key investigations explore the development of functional thinking, statistical literacy, and technology-enhanced pedagogy. Research outputs demonstrate consistent focus on improving mathematical understanding through innovative instructional approaches and diagnostic assessments. Publications reveal sustained examination of mathematical competence development across educational stages, with particular attention to conceptual understanding of functions, derivatives, and statistical representations. Recent work increasingly incorporates digital learning technologies and longitudinal performance analysis. Professor Rolfes supervises doctoral candidates leading major research initiatives and maintains active knowledge transfer through practitioner-oriented publications in mathematics teaching journals. Consultations are available by appointment at his Robert-Mayer-Strasse office.

• Women entrepreneurs
• Design and Technology pedagogy
• Female aspirations in STEM
• +2 more

Jillian Brandsema is a Lecturer in Design and Technology at the University of Tasmania's Faculty of Education. She focuses on developing problem-solving and critical thinking skills through creative solutions in Design and Technology education for pre-service teachers. Her work emphasizes scaffolded practical approaches in undergraduate and postgraduate units. Her research interests include women entrepreneurs in rural regions, Design and Technology pedagogy, and female aspirations in STEM fields. She has facilitated investigations into female students' perceptions of computer science careers and established programming networks in regional Tasmania. Scientific Awards: Emerald Publishing IRD Award (Highly Commended) King and Amy O'Malley Scholarship Multiple Teaching Merit Certificates Tasmanian Training Awards Her community collaborations include 'Living Cultures' workshops using Aboriginal multimedia resources to enhance cultural teaching competencies among educators.

Chris CounihanView profile

Assistant Professor

• Education
• Child Development
• International Education Policy
• +3 more

Dr Chris Counihan is an Assistant Professor in the Department of Education at Northumbria University , where he focuses on international development and education. His research explores child development, policy initiatives, and the ‘Education for All’ agenda, targeting poverty alleviation and educational empowerment in regions like India, Ghana, Sierra Leone, and Tanzania. A Teaching Fellow of the Higher Education Academy (HEA), Dr Counihan integrates simulation-based learning and peer-mediated interventions into teacher education, with over ten years of experience leading global education projects. PhD in Education (2017), studying peer-mediated literacy in rural India Key research areas: child development, EAL pedagogy, metacognitive strategies, and global education policy His recent publications highlight simulation-based learning for teacher preparedness, cross-language reading skills in Nigeria, and combating impostor phenomenon among early career academics. Collaborations span institutions in the UK, Nigeria, and India. Dr Counihan supervises postgraduate researchers, including Itunu Hotonu, and contributes to educational handbooks for nursing associates and undergraduate study skills. 2025: Back to Basics (simulation pedagogy), Stepping Stones (metacognitive strategies) 2024: Virtual Reality Check , Impostor Phenomenon 2023: Staff-Student Partnerships (EAL), Conversations in Pedagogy

Christou KonstantinosView profile

Assistant Professor

• Early Mathematics Education
• Mathematics Education
• Cognitive Science
• +3 more

Dr. Konstantinos Christou is an Assistant Professor of Early Mathematics Education at the School of Early Childhood Education, Aristotle University of Thessaloniki. His academic journey includes a PhD in Basic and Applied Cognitive Science (2009), an MSc in Science Education (2001), and a B.S. in Mathematics (1999). He holds extensive academic roles, including Associate Professor at University of Western Macedonia (2020-2022) and has taught across multiple institutions. His research focuses on conceptual change in mathematics education, particularly in early childhood and primary education contexts. Key areas include natural number bias in algebraic reasoning, students' misconceptions in arithmetic operations, and the transition from arithmetic to algebraic thinking. He has organized international conferences like the 10th and 11th International Conferences on Conceptual Change and contributed to edited volumes such as Learning and Teaching Early Math (2023). Dr. Christou has authored over 60 peer-reviewed articles and book chapters, with recent work published in Mathematical Thinking and Learning , ZDM Mathematics Education , and Journal of Numerical Cognition . His grants include funding from the Academy of Finland and the Special Account for Research (Greece). He actively engages in educational initiatives, including game-based interventions for early mathematical concepts and textbook analysis to address cognitive biases. He is affiliated with the European Association for Research on Learning and Instruction (EARLI), Hellenic Association of Mathematics Education, and serves as a reviewer for journals like Learning and Instruction . His work bridges cognitive science and educational practice, emphasizing conceptual change frameworks to enhance mathematics learning.

• Leadership Studies
• Organizational Behavior
• Gender Studies
• +3 more

Wei Zheng is an Associate Professor & Endowed Richard R. Roscitt Chair in Leadership at the School of Business, Stevens Institute of Technology. His research focuses on leadership development, inclusive leadership, gender dynamics in leadership, social capital, and organizational culture. He holds a Ph.D. from the University of Minnesota (2005). Dr. Zheng serves on multiple institutional committees, including BT330 Course Coordinator Chair, Teaching and Learning Center’s Faculty Advisory Committee, and NSF-ASPIRE iChange Committee. He is also actively involved in professional societies such as SIOP, AOM, and SHRM. His research explores paradoxes in leadership, particularly how leaders—especially women—navigate tensions between agency and communion. Notable works include studies on inclusive leadership frameworks, leader identity development, and organizational cultural evolution. His articles often bridge theory and practice, addressing real-world challenges in leadership and diversity. Publications span topics like knowledge management, team innovation, and the impact of cultural values on organizational effectiveness. Recent work emphasizes inclusive leadership and gendered leadership strategies. He contributes regularly to Harvard Business Review, discussing leadership narratives and paradox management. No scientific awards are explicitly listed, but his extensive service and prolific publications reflect his academic contributions. He advises on curricula and search committees, shaping academic policies and faculty recruitment.

David DiBiasioView profile

Professor

• Educational Scholarship in Chemical Engineering
• Curriculum Development
• Experiential Learning
• +3 more

David DiBiasio is a Professor of Chemical Engineering at Worcester Polytechnic Institute (WPI). His research focuses on educational scholarship, particularly investigating how students learn in hands-on, virtual, and remote laboratory environments. He emphasizes integrating safety, ethics, and social responsibility into engineering curricula, leveraging WPI's project-based learning and global projects initiatives. DiBiasio holds BS, MS, and PhD degrees from Purdue University (1972–1980). His professional highlights include pioneering work on nontraditional study abroad programs and assessing experiential learning environments. He advocates for inclusive pedagogy, particularly supporting LGBTQ+ students and fostering empathy through role-playing exercises. His global projects span humanitarian engineering, nuclear safety, and environmental sustainability. DiBiasio’s scholarly output spans decades, addressing topics like curriculum reform, inclusive spaces, and the role of theater in engineering education. While no formal awards are noted, his contributions to project-based learning and global education are widely recognized. He actively explores how technology (e.g., AI) can enhance thermodynamics learning and address challenges like plastic recycling.

• Animal Cognition
• Spatial Memory
• Temporal Memory
• +3 more

Christina Thorpe is a Professor in the Department of Psychology at Memorial University of Newfoundland, within the Faculty of Science. She holds a B.Sc. (Hons.) from Memorial University, an M.A., and a Ph.D. from the University of British Columbia. Her research focuses on animal cognition, particularly spatial and temporal memory processes in rats, with a specific emphasis on time-place learning (TPL). She also investigates spatiotemporal abilities in children, comparing human and non-human animal cognition. Dr. Thorpe completed a post-doctoral fellowship at University College London under the NSERC fellowship. She actively mentors undergraduate and graduate students, offering hands-on research experience in experimental design, data collection, and analysis. She recruits graduate students interested in human and animal spatial/temporal cognition. Her research highlights how animals encode spatial and temporal information, emphasizing the neural mechanisms underlying memory organization. Recent studies explore the impact of brain lesions on spatial learning and the role of start-point orientation in navigation tasks. Dr. Thorpe collaborates widely, with publications in journals like Behavioral Neuroscience and Animal Cognition . Her work bridges animal behavior and developmental psychology, addressing questions about cognitive evolution and learning mechanisms.