Professor Agnieszka Zabłocka-Kos is a faculty member at the Institute of Art History, University of Wrocław, specializing in Central European architectural history and urbanism. Her work focuses on 19th-20th century architecture, with particular emphasis on Wrocław/Breslau, including post-war reconstruction, national identity construction, and sacred space design. Professor, University of Wrocław Specialist in 19th-20th century Central European architecture Director of postdoctoral internships (NCN FUGA III) Recipient of multiple Rector's awards for research and teaching Research Themes: Urban development in Central Europe, political architecture in Poland/Germany, sacred architecture of the 19th century, post-war modernism, industrial architecture revitalization. Her students have produced award-winning theses on topics like Wrocław urban blocks, Silesian architects, and post-industrial adaptations. Scientific Contributions: Notable works include the edited volume Architecture in the 'long' 19th century (2019), multiple articles on Breslau's architectural conflicts, and international projects on Central European sacred architecture. She has supervised 33 master's and 5 doctoral theses, with several student works published as books. Dettloff Prize for dissertation (1992) Rector's awards for research and didactic achievements International projects with universities in Berlin, Freiburg, and Leipzig Advisor for Wrocław's Monument Office and City Development Bureau Her teaching integrates interdisciplinary approaches, linking art history with political, economic, and social contexts. She promotes student research popularization through conferences, exhibitions, and publications.
James J. O’Hara is the George L. Paddison Professor of Latin at the University of North Carolina at Chapel Hill. His academic journey includes a B.A. from the College of the Holy Cross and a Ph.D. from the University of Michigan. He has held significant roles, such as Department Chair (2003-2007), Director of Graduate Studies, and President of the Vergilian Society. His research focuses on Greek and Latin poetry, with a special emphasis on the Augustan period, epic, didactic literature, and satire. Education highlights include studies at the College of the Holy Cross (A.B., 1981) and the University of Michigan (Ph.D., 1986). He taught at Wesleyan University before joining UNC in 2001, where he has contributed extensively to teaching and scholarship. Research interests span Latin poetry, particularly Vergil, Catullus, Lucretius, and Ovid. Notable works include Death and the Optimistic Prophecy in Vergil’s Aeneid (1990), True Names: Vergil and the Alexandrian Tradition of Etymological Wordplay (1996), and Inconsistency in Roman Epic (2007). Current projects explore teaching authority in didactic and satirical works. Publications include over 40 articles and book reviews, with a focus on Vergilian studies, Lucretian analysis, and classical pedagogy. Recent lectures address topics like Aeneid Book 8 and Horace’s Ars Poetica . Grants/Awards: James Gilmore Fletcher Whitton Faculty Fellowship (2012), Loeb Classical Library Fellowship (2015-2016), SUTASA Teaching Award (2013). Students: Directed 15+ M.A. and Ph.D. theses, including works on Lucan, Lucretius, and Vergilian reception. Labs/Teams: Collaborative projects include the Focus-Hackett Aeneid commentary series and editorial work for Vergilius . Active in professional organizations like the Vergilian Society and Classical Association of the Middle West and South.
Alexey Vladimirovich Vdovin is a Professor and Senior Research Fellow at the National Research University Higher School of Economics (HSE), working within the Faculty of Humanities and School of Philological Sciences. He began his tenure at HSE in 2012 and has accumulated 15 years of scientific and teaching experience. His academic journey includes a Doctor of Philology degree from HSE (2023), a PhD from the University of Tartu (2011), and his initial degree in 'Russian language and literature' from Vyatka State Humanitarian University (2007). He has held significant roles including Deputy Dean for Science at the Faculty of Humanities (2018-2020) and serves on numerous academic councils and committees. Vdovin's educational background demonstrates both depth and international perspective. After completing his undergraduate studies at Vyatka State Humanitarian University in 2007, he pursued doctoral studies at the University of Tartu, where he earned his PhD in 2011 with a dissertation on 'The concept of 'chapter of literature' in Russian criticism of the 1830-1860s.' His academic development has been enriched by numerous international experiences, including visiting researcher positions at Selwyn College, University of Cambridge (2019), Jordan Center at New York University (2017), and multiple research stays at Humboldt University in Berlin through the Aurora Erasmus Mundus program. Professor Vdovin's research focuses on Russian intellectual history, the history of ideas, the Russian Empire, Russian literature of the 19th century, and nationalism studies. His work particularly examines the formation of the Russian literary canon, representations of peasants in literature, and the relationship between literature and society. He has authored approximately 80 articles and 4 monographs on 19th-century Russian literature, culture, and criticism, with works on major figures like Turgenev, Dostoevsky, Tolstoy, Goncharov, Belinsky, Chernyshevsky, Dobrolyubov, and Nekrasov. His recent book 'Monsters at the Threshold: Dracula, Frankenstein, Viy and Other Literary Monsters' (2024) demonstrates his expanding interest in literary archetypes and cultural phenomena. Vdovin has received numerous awards and recognitions for his scholarly work, including the Moscow Government Prize for young scientists (2017), multiple 'Best Teacher' awards (2013-2015, 2017-2024), and recognition as a winner of HSE's competition for best Russian-language scientific works (2022, 2024). He has also received various letters of gratitude from HSE administration, the Faculty of Humanities, and the School of Philology for his contributions to academic life. As an advisor, Vdovin has supervised numerous student research projects, including Smirnova T.V.'s 2014 master's thesis on 'Representation of 'Russianness' and 'Otherness' in Russian essays of the 1840s.' He has also served as a curator for HSE's Personnel Reserve Program at the School of Philological Sciences and has been actively involved in dissertation councils. His research has been supported by significant grants, including a 2024-2025 Russian Science Foundation grant 'The Genre of 'Peasant Life Story' in Russian Literature Before 1861: Poetics, Plots, Socio-Cultural Functions' (No 24-28-00184) and a 2018-2020 RFBR grant on 'State and Literary Institutions: From Peter I's Reforms to the 'Great Reforms.' Professor Vdovin is actively engaged in academic communities beyond HSE, serving as editor-in-chief of the HSE preprint series 'Literary Studies' and participating in the Big Project 'Literature and Society: An Experience of Sociocultural Description.' He is also involved in public scholarship, frequently giving public lectures through platforms like 'Arzamas,' 'Postnauka,' and 'Stradarium,' and appearing on the 'Observer' television program (Culture channel). Since 2015, he has been a mentor at Maya Kucherskaya's Creative Writing School, bridging academic scholarship with creative practice.
Aage Hill-Madsen is an Associate Professor at the Department of Culture and Learning, Aalborg University (Denmark), affiliated with the Communication, Language, and Discourse (CLD) research unit. His work focuses on translation studies, medical communication, and systemic-functional linguistics. He holds a Cand.mag. et ling.merc. and a PhD in English linguistics. Research Interests: Translation theories (especially intralingual translation) Medical terminology simplification and communication Systemic-functional grammar applications Legitimation Code Theory in educational contexts Genre analysis of specialized texts Semiotic approaches to knowledge transmission Recent Publications Trends: His 2024-2025 work emphasizes medical translation between technical and lay audiences, with studies on EPAR summaries, patient information leaflets, and historical East-West medical terminology exchanges. He combines functionalist translation theory with systemic-functional frameworks to analyze textual transformations. Grants & Projects: Participated in the 2024-ongoing project Udvikling af kommunikative kompetencer gennem frivilligt brobygningsarbejde i NGO’en Social Sundhed , exploring communication skills through NGO activities. Academic Engagement: Active peer reviewer for journals like Globe and Across Languages and Cultures , with conference presentations on intralingual translation strategies and medical text accessibility.
Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.
Prof. Dennis Komm is an Associate Professor at ETH Zurich's Department of Computer Science, leading the group for Algorithms and Didactics. He chairs the Center for Computer Science Education (ABZ) and serves on committees such as the Swiss Maturity Board (Schweizerische Maturitätskommission) and the STEM Commission of the Swiss Academies. Previously, he held roles at RWTH Aachen University (Master's, 2008), ETH Zurich (PhD, 2012), University of Zurich (external lecturer, 2014–2020), and PH Graubünden (including department head and professor of 'Fachdidaktik Informatik'). Education: He completed a Master's in Computer Science at RWTH Aachen (2008), a PhD at ETH Zurich (2012), and studies in Information Technology at Queensland University of Technology (2006). His academic journey includes visiting roles at King's College, Stanford, and Comenius University. He has taught extensively across institutions, emphasizing Python and LOGO-based approaches for beginners. Research focuses on algorithm design, approximation algorithms, reoptimization, and advice complexity in theoretical CS. His work in education explores computational thinking, programming pedagogy (especially for K–12), and interdisciplinary approaches (e.g., robotics in math). Recent trends in his articles highlight advancements in online algorithms, optimization under dynamic conditions, and initiatives to integrate CS into Swiss school curricula sustainably. He actively promotes CS education through platforms like WebTigerPython and collaborates on projects such as CyberQuest and MINTerlink. His outreach includes organizing conferences (e.g., STIU 2025) and workshops on programming and cybersecurity for teachers and students. Despite no listed scientific awards, his contributions to education and theoretical CS are recognized through editorial roles in journals like Informatics in Education and contributions to the TigerJython Group. Grant-related advising includes co-supervising doctoral theses on robotics, USOs, and programming didactics. He advocates for equitable educational opportunities via the Passerelle exam and the Swiss Beaver Competition. His team's work spans teacher training, didactic certifications, and bridging university-school collaborations through initiatives like MINTerlink. Labs and teams: Head of ABZ (ETH's CS education center), collaborator with the Computational Robotics Lab, and part of the TigerJython Group. He also co-organizes the Colloquium on Mathematics, Computer Science, and Education with ETH's Mathematics Department.
Prof. Dr. Teresa Sansour is a full Professor of Pedagogy and Didactics in Cases of Intellectual Development Impairments with Special Consideration of Inclusive Educational Processes at the Institute for Special and Rehabilitation Education, Carl von Ossietzky University of Oldenburg. She joined the university in April 2020 and has held leadership roles including Vice Director for Teaching at the Center for Teacher Education (since October 2021) and Deputy Institute Director (since April 2025). Her academic affiliations reflect a deep commitment to inclusive and special education. Her research focuses on educational interactions in the context of intellectual disabilities, inclusive subject didactics, the participation of people with complex disabilities, and the professionalization of educators and prospective teachers. Key research areas include inclusive literacy, art education, teacher motivation, and social integration. She leads significant funded projects such as Literary Texts in Simple Language (LiES) and Lighthouses for Participation , both aimed at enhancing inclusion for people with disabilities. The recent publications of Prof. Sansour span topics such as school absenteeism in autism, self-concept in intellectual disabilities, inclusive art education, and participation models. Her work demonstrates a strong interdisciplinary and applied focus, combining qualitative methods with pedagogical innovation. She frequently publishes in peer-reviewed journals and edited volumes on special education, inclusive didactics, and disability studies. Member, German Society for Educational Research (DGFE), Section Special Education Member, Network for Complex Disabilities e.V. Chair, Advisory Board of the Georg-Leffers-Stiftung Chair, Association for the Promotion of Pedagogical Rehabilitation and Social Integration of People in Risk Situations Board Member, German Interdisciplinary Society for Research Promotion for People with Intellectual Disabilities (DIFGB) Prof. Sansour actively contributes to academic leadership and teacher training. She serves as program coordinator for the Bachelor’s in Special Education and accreditation officer for the Special Education/Social Studies cluster. Her work includes advising on inclusive curricula, fostering research collaborations, and securing external funding for inclusive initiatives. She has not received explicitly mentioned scientific awards in the provided text. She is involved in multiple collaborative research teams and projects focused on inclusion, literacy, and disability rights.
Dr. Iwona Łęska-Drajerczak is a Senior Lecturer at the Faculty of English, Adam Mickiewicz University, Poznań, Poland. With a career spanning over four decades, she has held significant roles such as EFL (PNJA) Coordinator (2006-2021) and grammar coordinator (1990-2006), contributing to curriculum development and teacher training programs. Her work includes organizing 17 in-service teacher training workshops (2003-2009) and serving as a Methodological Advisor for Teacher Training College in Bydgoszcz (2008-2015). Education: MA in English (1981), Ph.D. in English (2006) Professional Qualifications: RSA Cambridge DipTEFLA (1996) Her research focuses on Applied Linguistics , particularly English Language Teaching Methodology , Language Testing , and Teacher Training . She has developed advanced-level phonetics and grammar courses and contributed to EFL course planning frameworks. Her work also explores teacher and learner motivation in Business English contexts. International Collaboration: Language Rich Europe Project (Warsaw, London, Brussels, 2011-2013) Erasmus Staff Mobility: Aveiro (2009), Lyon (2015), Istanbul (2019), Nicosia (2023) Guest Lectures: Teacher Training Colleges in Poznań, Bydgoszcz, Zajączkowo Conference Participation: IATEFL Annual Conferences (Wrocław to Poznań), Poznań Linguistic Meeting Recognized with prestigious awards including the Minister of Science and Higher Education Award for Didactic Achievements (2016, 2022) and the Medal Komisji Edukacji Narodowej (2018), she has also contributed to the TELL project at UAM (2017-2023) and served as a juror for High School Science Lab initiatives.
Sophie Salvo serves as an Assistant Professor in the Department of Germanic Studies at the University of Chicago, where she has taught since 2018. Holding a Ph.D. from Columbia University (2017), her scholarship bridges German literary studies, gender theory, and the history of linguistic thought, with primary focus on the nineteenth century and extending to contemporary political literature. Her acclaimed monograph Articulating Difference: Sex and Language in the German Nineteenth Century (University of Chicago Press, 2024) examines how gendered conceptions of language shaped intellectual discourse and literary production. Education Ph.D. in Germanic Studies, Columbia University, 2017 Salvo's research investigates the historical interplay between sex, gender, and language in German intellectual history, tracing how gendered tropes influenced linguistic analysis from Grimm's grammatical gender theories to modernist literary experiments. Her work reveals how patriarchal frameworks became embedded in linguistic science while highlighting women's contributions to language studies despite systemic exclusion. Current projects include an edited volume on the 'Reinvention of Patriarchy' around 1800 and a book analyzing twenty-first century political novels across the ideological spectrum. Her 2019-2024 publications demonstrate consistent interdisciplinary rigor, connecting historical linguistics with feminist theory and political analysis. Articles like 'Father is Always Uncertain' (2024) on Bachofen's patriarchal epistemology and 'The Sex of Language' (2021) on Jacob Grimm collectively chart how gendered assumptions permeated linguistic discourse, influencing both nineteenth-century scholarship and contemporary debates about inclusive language. Salvo actively mentors graduate research on topics including sexuality in Realism, women's writing, Holocaust representations in East German textbooks, and the rise of right-wing politics in post-reunification Germany. As co-organizer of the German Studies Scholarly Seminar at the Newberry Library, she facilitates interdisciplinary dialogue through regular events featuring scholars from institutions nationwide. Her teaching encompasses courses on Robert Musil, gender and sexuality studies, and contemporary political literature, reflecting her commitment to connecting historical analysis with urgent contemporary issues.
Dr. Oliver Raaz is a Research Associate at the Institute for Media and Communication Studies , part of the Department of Political and Social Sciences at Freie Universität Berlin. His work focuses on organizational communication, public relations, and the intersection of media theory with strategic discourse. University: Freie Universität Berlin School: Department of Political and Social Sciences Department: Institute for Media and Communication Studies Email: oliver.raaz@fu-berlin.de His research interests span organizational communication , public relations , transparency theory , critical post-structuralism , non-standardized research methods , and digital media in chronic disease management . He actively contributes to academic discourse through publications in peer-reviewed journals and edited volumes. Recent publications highlight trends in PR historiography , organizational transparency , digital media ethics , polyphony theory , and complexity frameworks . His work often integrates critical theory with empirical analysis.
Prof. Dr. Kirsten Meyer is a full professor for Practical Philosophy and Philosophy Education at the Institute of Philosophy, Faculty of Philosophy, Humboldt University of Berlin. She has held this position since the summer semester of 2011, after serving as a junior professor from 2008 to 2011. Her work bridges philosophical theory with educational practice, with a particular focus on ethics and intergenerational justice in the context of contemporary challenges like climate change. Dr. Meyer's interdisciplinary educational background reflects her unique scholarly perspective: Diploma in Biology (1999, University of Münster/Bielefeld/St. Andrews) State Examination in Philosophy (2000) Doctorate from Bielefeld University (2002) Kirsten Meyer's research program spans several interconnected domains of philosophical inquiry. Her primary focus is on intergenerational ethics, where she examines humanity's moral obligations to future generations, particularly regarding climate change and resource consumption. She has made significant theoretical contributions to educational philosophy, exploring how philosophical reasoning can be practically integrated into school curricula. Her work on educational justice addresses complex questions about talent development, equal opportunity, and the relationship between education and conceptions of the good life. Meyer also contributes to environmental ethics, analyzing the intrinsic value of nature and our responsibilities toward it, informed by her background in biology. Analysis of her recent publications reveals a consistent thematic trajectory focused on intergenerational justice and educational philosophy. Meyer frequently examines how abstract philosophical concepts can inform practical educational policy, particularly regarding talent development and educational equity. She has become a prominent voice in climate ethics, connecting theoretical debates about future generations to concrete policy proposals like using estate tax as a climate protection instrument. Her interdisciplinary approach, combining insights from biology, philosophy, and education, allows her to address complex ethical questions with both theoretical rigor and practical relevance. Professor Meyer is deeply engaged in public philosophical discourse, regularly contributing to media discussions on intergenerational justice, climate ethics, and educational policy. She has participated in numerous interviews with major German media outlets including Deutschlandfunk, BR, ZDF, and RBB, helping translate complex philosophical concepts for broader audiences. Her practical contributions extend to educational initiatives, including the development of teaching materials for philosophy education through philovernetzt on topics ranging from 'What should I become? Work and the good life' to 'Fake News' and 'Consent.'
Pascale Trevisiol Okamura is an Associate Professor in Language Sciences and Language Teaching at Sorbonne Nouvelle University, affiliated with the DILTEC research team (EA 2288). Her primary role includes teaching language acquisition and foreign language didactics within the UFR of Literature, Linguistics, and Didactics (LLD). She co-heads the Master 2 program in Language Teaching (FLE/FLS) and holds administrative roles in departmental councils and educational committees. Education Background: Lecturer at Sorbonne Nouvelle University since 2015 Previously taught at Université de Poitiers (2010–2015) and Université Paris 8 (2007–2010) French teaching assistant at Hokkaido University, Japan Research Focus: Specializes in third language acquisition (L3), crosslinguistic influence, and the interface between language acquisition and didactics. Key themes include: Discourse construction in L3 French Input processing and initial language exposure Development of teaching materials for FLE Plurilingual practices among language teachers Current projects involve multilingualism in primary education, Tamil-speaking learners' L3 French acquisition, and reflexive training in research. Teaching & Supervision: Co-supervises doctoral research on topics such as L3 French acquisition in Chinese contexts, translinguistic discourse influences, and plurilingual teacher practices. Teaches advanced courses on language acquisition theories and FLE methodology. Labs/Teams: Member of the Second Language Acquisition Network (ReAL2) and part of the DILTEC team, focusing on language didactics and multilingualism research.
Prof. Dr. Johanna Heitzer is a University Professor for Mathematics Education at RWTH Aachen University since 2011. She leads the Teaching and Research Area of Mathematics Education within the university's mathematics department. Her office is located in Room 352 of the Kreuzherrenstraße 2 building in Aachen. She serves as co-editor of the journal 'mathematik lehren,' co-author of the 'Mathematics - New Ways' textbook series, and holds numerous committee positions including membership in the Faculty Advisory Board and Structural Commission of the Center Council. 1989: High school diploma 1989-1994: Mathematics and Physics Teacher Training at RWTH Aachen 1994-1996: Traineeship at Aachen Teacher Training College 1997: Research assistant at University of Münster 1998-2007: Mathematics and Physics teacher at Korschenbroich Gymnasium 2007-2010: Scientific assistant and doctorate at RWTH Aachen 2011-present: University Professor at RWTH Aachen Professor Heitzer's research focuses on the training and further education of mathematics teachers, development of contemporary teaching materials, applied and interdisciplinary mathematics, and the transition from school to university. Her work emphasizes concept formation, linguistic communication in mathematics, and the historical development of mathematical ideas as teaching resources. She investigates mathematics-specific learning and cognitive processes through multiple research projects including the Aachen school-university project iMPACt. Her recent scholarly output demonstrates a strong trend toward integrating digital technologies in mathematics education, particularly 3D printing and e-learning tools. She has increasingly focused on the social relevance of mathematics, exploring concepts of fairness, sustainability, and citizen empowerment through mathematical modeling. Her work bridges theoretical mathematics education with practical classroom applications, maintaining a strong connection to both historical perspectives and contemporary educational challenges. Special prize from Sparkasse Bad Hersfeld-Rotenburg for best mathematics Abitur (1989) Borchers Plaque for doctoral examinations passed with distinction (2011) DMV honor as Mathemaker of the Month (2013) Brigitte Gilles Prize 2013 for the MINT-L4 Center Professor Heitzer has supervised numerous doctoral students, serving as primary or secondary advisor for at least nine PhD dissertations between 2016-2021. Her research projects include the School-University Project MathePlus Aachen (iMPACt), e-Learning 'Mathematics for Civil Engineers,' and the development of mathematics items for StudiChecks NRW. She has secured funding through the Quality Initiative for Teacher Education (both phases) and participates in the ComeIn project focused on digitalization in teacher training. Her grants consistently emphasize practical applications of mathematics education research with direct impact on classroom practice. As a founding member of the MINT-L4@RWTH center and initiator of the working group Mathematical Education for Sustainable Development, Professor Heitzer has established significant collaborative structures. She participates in the Subject Didactics Forum at the Teacher Training Center of RWTH Aachen and has served in leadership roles including Chair of the Center Council (2014-2016) and Board member of the Teacher Training Center (2014-2017). Her work connects with national and international networks through her membership in the Society for Mathematics Education (GDM), the German Association for Mathematics and Science Education (MNU), and the German Mathematical Society (DMV).
Joshua C Freund serves as a Clinical Assistant Professor of Physician Assistant Studies at Quinnipiac University's School of Health Sciences. He joined the faculty in 2023 while pursuing a Doctor of Medical Science (DMSc) in Medical Education at the University of Lynchburg, which he completed in 2023. Freund also holds affiliations as Coordinator of Clinical Education and works across multiple institutions as a Physician Assistant, including PhysicianOne Urgent Care (2023–present) and Middlesex Hospital (2022–present). BS, University of Maryland-Baltimore County MHS, Quinnipiac University DMSC, University of Lynchburg Freund's academic expertise lies in Medical Education , with a focus on noncognitive traits in physician assistant student admissions , transition to clinical practice , and didactic and clinical remediation . His research extends to emergency medicine, primary care, and urgent care. Freund's publication Advancing Diversity at Admissions Through Prioritizing Noncognitive Traits (2023) highlights his work in redefining admissions criteria to enhance diversity in healthcare education. The study emphasizes holistic evaluation methods and institutional equity strategies. Scientific Awards : Doctor of Medical Science in Medical Education, University of Lynchburg (2023) NCCPA Board Certification (2023) Professional License in Physician Assistant Studies (2023) Academic Award, University of Lynchburg (2024–2025) Academic Award, University of Lynchburg (2023–2024) Freund's clinical experience spans 25+ years, including roles in emergency medicine, pediatric emergency care, and inpatient internal medicine during the COVID pandemic. He is actively involved in medical writing, biostatistics instruction, and clinical education coordination.
Hendrik Fleischer is a Researcher at the Department of Chemistry Education within the Faculty of Natural Sciences at Leibniz University Hannover. He holds roles such as Deputy Member of the Academic Staff at the Leibniz School of Education (LSE) since 2025 and is a member of the Society for Chemistry and Physics Education (GDCP) since 2023. His primary affiliations include the Institute for Science Education, where he has served as a Research Associate since 2023 and earlier roles as a Research Assistant and student assistant. Education: Fleischer earned a Bachelor's degree in Chemistry/Biology (2017–2021) and a Master's in Secondary School Teaching (Chemistry/Biology) from Leibniz University Hannover (2021–2022). He completed his Abitur at Wesermünde Gymnasium in Bremerhaven. Research focuses on intelligent tutoring systems for stoichiometry problem-solving, analyzing protocol data, feedback mechanisms, and learner strategies. Teaching emphases include chemistry didactics fundamentals, secondary education core topics, and preparatory course design. His publications (2025) investigate scaffolding effects, cross-national problem-solving strategies, feedback dynamics, and AI-driven error classification in chemistry education contexts. His work bridges cognitive science and educational technology, emphasizing practical applications in introductory chemistry education. Current projects involve optimizing tutoring systems for conceptual learning and learner enjoyment trade-offs.
