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Denise Ranghetti do PilarView profile

Professor

• User Experience Design
• User Experience Research
• UX Strategy
• +3 more

Denise Ranghetti do Pilar is a Professor of UX Design at Savannah College of Art and Design (SCAD) in Savannah, GA, since 2022. Her academic background includes a Postgraduate Certificate in Applied Positive Psychology and a Ph.D. in Psychology from Pontificia Universidade Catolica do Rio Grande do Sul, and a B.S. in Computer Science from Catholic University of Louvain. Her research focuses on User Experience Design and User Experience Research , with specific interests in UX strategy, design thinking, UX metrics, and user research methodologies. She has taught at multiple institutions including Product Arena, UFRGS, UniRitter, and Feevale. Professionally, she has served as Staff User Experience Researcher at Nubank and User Experience Lead at SAP Labs Latin America. She is affiliated with professional organizations BayCHI and AnthtroDesign.

Andrea DreyerView profile

Professor

• Art Education
• Didactics
• Teacher Professional Development
• +5 more

Prof. Dr. Andrea Dreyer is a full-time Professor of Art and its Didactics at the Bauhaus University Weimar , where she has served since 2013. She is Vice Dean for Strategic Development within the Faculty of Art and Design and actively participates in academic governance, including roles in graduation committees, teacher training advisory boards, and curriculum commissions. Her research focuses on teacher professionalization, architectural pedagogy, and digital art education, emphasizing interdisciplinary approaches and qualitative social research methodologies. First and Second State Examination for Teaching at Grammar Schools in Art Education and Social Studies (1994–2000, 2004–2006) Andrea Dreyer’s publications span topics such as Bauhaus-inspired pedagogy, urban-rural spatial education, and digital integration in art teaching. She has led initiatives like DigiProSMK and Denkraum.Bauhaus , and her work often bridges art, architecture, and societal transformation. She has served as Dean of Studies and Vice-Rector for Studies and Teaching at Bauhaus University, advocating for phase-transcendent teacher networks and reflective professional practices. Her recent articles address participatory architectural psychology, interdisciplinary curriculum design, and digitalization in art education. Despite extensive committee involvement and editorial contributions, no specific scientific awards are highlighted in the provided texts. She mentors students and collaborators within the kunst:pädagogik | netz:werk platform and maintains active partnerships with institutions like the Thuringian Ministry of Education and Friedrich-Schiller University Jena.

Janette HughesView profile

Professor

• Digital Literacies
• STEAM Education
• Maker Pedagogies
• +5 more

Janette Hughes is a Professor and Canada Research Chair (Tier 2) in Technology and Pedagogy at the Mitch and Leslie Frazer Faculty of Education, Ontario Tech University. Her work focuses on transforming literacy practices through digital technologies and maker-oriented pedagogies. She holds a PhD in Curriculum (Language and Literacy) from the University of Western Ontario and has taught courses ranging from undergraduate programs to doctoral research methods. Education: PhD in Curriculum (Language and Literacy), University of Western Ontario, 2006 MA in Teaching (Curriculum/English), OISE/University of Toronto, 1995 BEd (Concurrent IS English/History), Queen’s University, 1988 Bachelor of Arts (Honours English Literature), Queen’s University, 1987 Research Interests: Digital literacies, maker pedagogies, STEAM education, critical making, social media and identity construction, and fostering global competencies through design thinking. Her work emphasizes how digital tools empower learners to critique, create, and drive social change. Awards & Recognition: Ontario Ministry of Research and Innovation’s Early Researcher Award Ontario Research Fund—Research Excellence Award UOIT Research Excellence Award Lab & Collaborations: Directs the STEAM-3D Maker Lab, exploring innovative learning spaces and technologies. Engages in collaborative research on topics like virtual professional learning and inclusive curriculum design.

Sari Havu-NuutinenView profile

Professor

• Early Childhood Education
• Science Education
• Teacher Education
• +5 more

Professor Sari Havu-Nuutinen works at the School of Applied Educational Science and Teacher Education , part of the University of Eastern Finland . With over 20 years of experience in teacher education, she specializes in early childhood education , science education , and STEM curriculum development . Her international collaborations span Finland, Brazil, and Namibia, including a Fulbright scholarship at Ohio University (2015). Leads national projects on science education and flexible learning Co-developer of international teacher education programs Published extensively on science capital and teacher agency Research Interests: Focus on science capital , inquiry-based learning , and teacher professional development . Her work bridges theoretical frameworks with practical curriculum innovation. Publications: Recent studies examine STEM implementation in Namibia, Finnish science capital surveys, and comparative analyses of early-years education. Articles emphasize metacognition, technology integration, and sustainability education. Scientific Contributions: Developed science capital teaching frameworks Contributed to international teacher education manuals Systematic reviews on STEM aspirations Awards: Fulbright scholar (ASLA Fulbright senior research grant, 2015)

Karen StockView profile

Associate Professor

• Cross-Cultural Management
• Sustainability
• Ethical Leadership
• +3 more

Karen Stock is an Associate Professor of Business at Walsh University, where she has been since 2010. She holds a Doctor of Management (D.M.) from Case Western Reserve University, a Master of Arts in Management from Walsh University, and a Bachelor of Science from Miami University. Her primary research focuses on experiential learning, cross-cultural management, and ethical leadership, emphasizing practical application in both academic and workplace settings. Dr. Stock teaches courses in sustainability, cross-cultural management, and ethical leadership. She is also a Research Fellow at the Weatherhead School of Management at Case Western Reserve University. Her work explores innovative pedagogical methods, including equine-assisted learning and design thinking, to deepen student engagement and real-world relevance. She frequently presents at conferences such as the Academy of Management and the Management and Organizational Behavior Teaching Conferences. Her publications span journals like OD Practitioner and Journal of Education for Business , focusing on experiential learning metrics, global virtual teams, and sustainable construction practices. She actively contributes to the Experiential Learning Community of Practice, advocating for immersive educational strategies. Dr. Stock’s career combines academia with industry experience in multinational marketing and product development, enriching her teaching with practical insights. She is committed to fostering ethical leadership and sustainable business practices through innovative curricula and collaborative research initiatives.

Paul L. HarrisView profile

Professor

• Cognitive Development
• Human Development
• Social Emotional Learning
• +3 more

Paul L. Harris is the Victor S. Thomas Professor of Education at Harvard University's Graduate School of Education. He holds a D.Phil. from Oxford University (1971) and specializes in cognitive, emotional, and imaginative development in children. His research examines how children evaluate testimony about domains like history, science, and religion, focusing on their trust in others' claims versus firsthand observation. Key publications include *Trusting What You're Told: How Children Learn from Others* (2012, Harvard UP), exploring children's reliance on testimony. His work spans developmental psychology, epistemology, and cultural learning. He has served on editorial boards for journals like *Child Development* and is a Fellow of the British Academy. Notable awards include the 2017 APS Mentor Award and the 2009 William Thierry Preyer Award. He is affiliated with the British Academy, the Norwegian Academy of Science and Letters, and the Max-Planck-Institut für Evolutionäre Anthropologie. Currently retired from advising doctoral students, he remains active in research and publishing. Education: D.Phil. in Psychology, Oxford University (1971) Research Themes: Testimonial learning, imagination's role in cognition, moral development, cross-cultural emotional understanding Recent Work: Investigating children's skepticism of adult claims, the impact of religion on belief systems, and the development of empirical reasoning Grants & Fellowships: Recipient of the Guggenheim Fellowship (2005) and Fellow of the Center for Advanced Study in the Behavioral Sciences (1992). Collaborates with institutions like the Living Laboratory® for museum-based research.

Abbas JessaniView profile

Assistant Professor

• Public Health Dentistry
• Oral Health Services
• Marginalized Populations
• +5 more

Abbas Jessani, DDS, MSc, PhD, is an Assistant Professor at the Department of Restorative Dentistry within Schulich School of Medicine and Dentistry at the University of Western Ontario. He also holds cross-appointments in the Department of Epidemiology and Biostatistics and is affiliated with research clusters focused on Behavioral and Environmental Risk Factors, Global Health, and Mental Health and Addiction. Dr. Jessani serves as the coordinator for community dental outreach and course director for preclinical operative dentistry. Education: DDS (Doctor of Dental Surgery) MSc in Public Health Dentistry, University of British Columbia PhD in Public Health Dentistry, University of British Columbia Dr. Jessani’s research focuses on barriers to healthcare access and oral health disparities in marginalized communities, including people living with HIV/HCV, LGBTQ2S+, Indigenous populations, refugees, and pregnant women. His work examines the stigma and discrimination faced by these groups and integrates community-based participatory research methods to address systemic inequities. Globally, he investigates oral health access in low-income African countries like Uganda and Southern Africa. His recent publications highlight trends in LGBTQ+ oral health , pregnancy-related dental care , and barriers in underserved populations . He advocates for service-learning programs to train socially-conscious dentists and has contributed to Canada’s first national oral health research strategy.

Scott BossView profile

Associate Professor

• Cybersecurity
• Accounting Information Systems
• Information Security
• +3 more

Scott Boss serves as Associate Professor of Accounting at Bentley University, where he has been a faculty member since completing his Ph.D. in Information Systems from the University of Pittsburgh in 2007. His academic credentials include a B.S. and MAcc from Brigham Young University. Located in LaCava Campus Center - 196B, he maintains active engagement through teaching and research in accounting information systems. His research concentrates on critical intersections between accounting and cybersecurity, particularly examining human factors in security behavior, cybercrime prevention, and information security controls. Dr. Boss investigates how fear appeals motivate protective behaviors and develops pedagogical frameworks for integrating cybersecurity into accounting education. His scholarly work appears in journals including the European Journal of Information Systems and Group and Organization Management , reflecting substantial contributions to both theoretical and practical aspects of secure information systems. Recent publications (2020-2025) reveal three dominant research trajectories: cybersecurity curriculum development for accounting professionals, behavioral security interventions using fear appeals, and innovative teaching methodologies for forensic investigations. His work consistently bridges technical security requirements with professional accounting practice, addressing AACSB technology standards through publications on big data implementation and audit curriculum integration. Dr. Boss actively contributes to academic service through the Strategic and Emerging Technologies Section of the American Accounting Association and the Journal of Emerging Technologies in Accounting . His teaching portfolio includes Accounting Information Systems, Systems Audit, and Information Security courses that directly incorporate his research findings into classroom practice. Current initiatives focus on developing institutional capabilities for cybersecurity education and creating experiential learning tools like the white-collar hacking contest for forensic training.

Jadranka Kolenović-ĐapoView profile

Professor

• Psychology
• Personality Traits
• Social Interactions
• +6 more

Jadranka Kolenović-Đapo is a Professor at the Faculty of Philosophy, University of Sarajevo, where she serves as Vice Dean for Teaching, Education, and Student Affairs. Her research spans personality psychology, social interactions, and cognitive reasoning, with a focus on adolescents and athletes. She has contributed extensively to understanding self-esteem development, humor styles, and psychosocial adjustment in post-conflict societies. Current position: Vice Dean for Teaching, Education, and Student Affairs Institution: Faculty of Philosophy, University of Sarajevo Main research areas: Personality traits, cognitive reasoning, self-efficacy, humor studies Her recent publications highlight the interplay between personality dimensions (e.g., the Dark Triad) and behavioral outcomes, including workplace stress and social interactions. She has validated multiple psychological scales for assessing competencies in sports and self-esteem metrics in youth populations. Key trends in her work include analyzing linguistic violence, imagined contact theory, and psychosocial resilience in clinical and educational contexts. Her interdisciplinary approach bridges psychology, linguistics, and sports science.

• Instructional Design
• Educational Technology
• Computing Education
• +7 more

Marisa Exter serves as Associate Professor of Learning Design and Technology within Purdue University's Department of Curriculum and Instruction since 2020, following promotion from Assistant Professor (2013-2020). With 15+ years of software design and development experience, she holds dual expertise in Computer Science (BS/MS) and Instructional Systems Technology (PhD). Her educational foundation includes: PhD in Instructional Systems Technology, Indiana University (2011) MS in Computer Science, Illinois Institute of Technology (2003) BS in Computer Science, Elmhurst College (1999) Dr. Exter's research pioneers transdisciplinary educational innovation , focusing on how design processes transform technology-creation fields like Instructional Design, Computing, and Engineering. She investigates formal and non-formal learning experiences to enhance undergraduate education through interdisciplinary programs, while simultaneously examining online graduate program structures that support adult learners' connection to faculty and peers. Her work integrates heutagogical principles for lifelong learning and rigorously documents design successes/failures through scholarly design cases. Analysis of her 15 most recent publications reveals accelerating focus on dispositional development in computing professions , competency-based curriculum models, and transdisciplinary experience design. Her methodological evolution includes increased use of Q methodology and collaborative autoethnography to capture diverse perspectives in educational innovation. As Purdue PI for a $3M multi-institutional computing competencies grant and co-coordinator of AECT's Summer Research Symposium, she drives national curriculum reform. Her mentorship approach cultivates the Exploring Disruptive Education research family group, which investigates interdisciplinary design processes across technology-rich learning environments. Professional service spans Computing Curriculum 2020 Task Force leadership and ACM/AERA membership. The Exploring Disruptive Education research collective she co-leads operates as an interdisciplinary incubator for educational innovation. This team examines how design thinking transforms learning experiences through technology integration, with particular emphasis on creating connections between formal education and industry practices in computing and engineering fields.

Richard BeecroftView profile

Researcher

• Sustainability Sciences
• Real-World Laboratories
• Transdisciplinary Research
• +4 more

Dr. Richard Beecroft is a Research Associate at the Institute for Technology Assessment and Systems Analysis (ITAS) at Karlsruhe Institute of Technology (KIT), working within the Research group 'Karlsruhe Transformation Center for Sustainability and Cultural Change' since 2024. He earned his Doctorate in Sustainability Sciences (Dr. phil.) from Leuphana University of Lüneburg in 2019 and previously served as Deputy Professor for Technology, Philosophy and Sustainability at Darmstadt University of Applied Sciences (2022-2023). Dr. Beecroft's research centers on sustainability transformations through Real-World Laboratories as transdisciplinary research and learning environments. His work bridges theoretical frameworks with practical applications for societal transformation, focusing particularly on methodological development for transdisciplinary research. He has been instrumental in establishing the Karlsruhe School of Sustainability and developing the Transformative Project Seminar methodology, which has been implemented across multiple courses. His recent publications demonstrate a strategic shift toward self-experimentation methodologies for sustainable lifestyle changes, with significant contributions on understanding the impacts of Real-World Laboratories and developing practical tools like the Self-Experiment Generator. His research spans sustainability science, technology assessment, education, and urban studies, reflecting the inherently transdisciplinary nature of his approach. As an educator, Dr. Beecroft has developed innovative teaching methods that connect academic learning with real-world sustainability challenges. He managed the KIT Center for Humans and Technology from 2018-2025 and has made substantial contributions to embedding higher education within Real-World Laboratories through transdisciplinary project courses. His current work explores how self-experiments can serve as tools for both personal and societal transformation toward sustainability, with practical applications designed to empower individuals to engage in sustainability transformations through structured personal experimentation.

Katarzyna Piwowar-SulejView profile

Professor

• Sustainable Human Resource Management
• Sustainable Leadership
• Project Management
• +3 more

Prof. Katarzyna Piwowar-Sulej is a Professor of Economics in Management and Quality Sciences at Wrocław University of Economics, holding a position in the Department of Labor, Capital and Innovation. She actively contributes to academic governance as a member of the Doctoral School Council and various strategic committees. Her research focuses on sustainable human resource management, leadership, and project management, with a strong emphasis on integrating sustainability into organizational practices. Expertise: Sustainable HR Development, Green HRM, Organizational Innovation Leadership Roles: Director of 'Psychology in Management' postgraduate studies Her academic contributions span over 200 publications in top journals such as Human Resource Management and Journal of Business Ethics . She has secured EU grants and led projects addressing HR challenges in Industry 5.0 and digitalization. Notable achievements include recognition in the World's TOP 2% Scientists 2023 and second place in the 2025 Science Personality of the Year award. Awards: Medal of the National Education Commission, Emerald's Outstanding Paper Award Research trends in her work highlight the intersection of leadership, sustainability, and innovation. Recent studies explore sustainability-focused leadership, green behaviors in SMEs, and neurodiversity management. She bridges academic and business worlds through HR consulting and project management expertise in sectors like finance and manufacturing. Key Projects: Digital HR process optimization, compensation system design, post-merger integration Her teaching legacy includes pioneering postgraduate programs for business trainers and integrating design thinking into academic curricula. She advocates for sustainable HR practices, emphasizing employee development and environmental responsibility.

Juan Carlos Bel MartinezView profile

Assistant Professor

• Historical Imagination
• Historical Thinking
• Social Sciences Education
• +5 more

Juan Carlos Bel Martinez serves as Assistant Professor in the Department of Experimental and Social Sciences Education at the Faculty of Teacher Training, University of Valencia. His academic credentials include a PhD in Specific Didactics (Didactics of Social Sciences) from Universitat de València with extraordinary doctoral award, a degree in Primary Education Teaching from Universitat Jaume I of Castellón, and a Master's Degree in Research in Specific Didactics from Universitat de València. Bel Martinez has established himself as a prominent researcher in historical imagination and historical thinking within Primary Education contexts. His scholarly work focuses on analyzing teaching materials, particularly textbooks, to understand how they foster historical consciousness among young learners. He has conducted research stays at the Universiteit van Amsterdam and the Universidad de Valladolid, demonstrating international academic engagement. His research has been recognized with a six-year research period assessed by CNEAI, reflecting significant scholarly contributions to the field. His publication record reveals a strong thematic focus on historical imagination, with recent work examining women's representation in history textbooks (2025), methodological approaches to studying historical imagination (2024), and systematic reviews of social science textbook research in Spain (2024). His work consistently bridges theoretical frameworks with practical classroom applications, particularly examining how visual materials in textbooks contribute to historical understanding. Extraordinary doctoral award Six-year research period assessed by CNEAI As an active academic, Bel Martinez collaborates extensively with colleagues at the University of Valencia, especially with Juan Carlos Colomer Rubio and Rafael Valls Montés, while also working with researchers from other Spanish institutions. His research methodology combines qualitative approaches like discourse analysis with quantitative methods to examine teacher perspectives and curriculum content within Spain's educational framework. His work continues to expand the understanding of how historical narratives are constructed and transmitted to primary school students through educational materials.

Ulf HedestigView profile

Senior Lecturer

• Internet of Things (IoT)
• Digital Government
• E-learning
• +4 more

Ulf Hedestig is a Senior Lecturer at the Department of Informatics, Umeå University. Based in MIT building, Umeå, Sweden, he focuses on technology-mediated education and digital government research. Contact: ulf.hedestig@umu.se , +46 90 786 61 32. Research Themes : IoT in public spaces, user-centered design, digitalization in education and government, mobile learning environments, knowledge transfer challenges Recent Trends : 2020 work on IoT urban applications, 2018 publications on China's digital strategies and O2O business models Key Collaborations : Mikael Söderström, Daniel Forest, Victor Kaptelinin Scientific Recognition : Excellent Teacher pedagogical qualification Distinguished University Teacher educational qualification

Andrew IzsakView profile

Professor

• Mathematics Education
• Multiplicative Reasoning
• Psychology of Mathematical Thinking
• +4 more

Andrew Izsak is a Professor of Mathematics and Chair of the Education Department at Tufts University's School of Arts and Sciences. He holds a PhD in Science and Mathematics Education from UC Berkeley (1999), an MEd from Harvard (1993), an SM in Mathematics from MIT (1992), and a BA in Mathematics from UC Berkeley (1987). His research focuses on the psychology of mathematical thinking, particularly how teachers and students reason about multiplicative concepts like fractions, proportional relationships, and linear equations. He emphasizes the role of inscriptions (e.g., diagrams) in supporting quantitative reasoning. His work integrates psychometric modeling to assess teacher knowledge and student learning. Notably, he co-leads the Teachers’ Multiplicative Reasoning Research Group with Dr. Sybilla Beckmann, exploring how teachers’ reasoning about multiplication and fractions informs their understanding of proportional relationships. This group also investigates the utility of number lines and strip diagrams in teaching these concepts. Their psychometric studies, using diagnostic classification models, reveal distinct profiles of teachers’ fraction arithmetic reasoning skills nationally. Dr. Izsak has developed innovative mathematics courses and contributed to curricula emphasizing conceptual coherence. His research bridges cognitive science and education, addressing how foundational mathematical concepts evolve from elementary to middle school. His grants and collaborations focus on improving teacher education and student learning outcomes through structured pedagogical approaches. Key areas of exploration include the ‘multiple batches’ and ‘variable parts’ perspectives on proportional relationships, aiming to make linear equations and algebraic reasoning more accessible. His interdisciplinary work highlights the interplay between measurement, multiplicative reasoning, and educational assessment design.