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Heejung AnView profile

Professor

• Cognition
• Instructional Technologies
• Inclusive Digital Learning Environments
• +6 more

Heejung An is a faculty member at William Paterson University, focusing on the intersection of cognition and instructional technologies . Her work emphasizes the design of inclusive, student-centered, and active digital learning environments , with a focus on STEM/STEAM teacher education , digital equity , and online professional development . She is actively involved in research on program evaluation and technology integration in educational settings. Research Themes Her research spans: EdTech implementation in K-12 and higher education Digital equity in high-needs schools Arts integration in STEAM Collaborative maker projects AI tools like ChatGPT in pedagogy Publication Trends Her recent work analyzes: Generative AI in education Technology integration frameworks (e.g., PICRAT) Equity-focused digital learning models EdTech during the pandemic Arts-science interdisciplinary approaches

Heide CyganView profile

Associate Professor

• Public Health Nursing
• School Nursing
• Population Health
• +5 more

Heide Cygan serves as Associate Professor and Director of both the Advanced Public Health Nursing Program and Transformative Leadership: Population Health Program at Rush University College of Nursing. Her primary appointment is in the Department of Community, Systems and Mental Health Nursing where she maintains an active research and leadership profile focused on public health nursing innovation. She is based at 600 S. Paulina St., Suite 1035A, Chicago, IL 60612 with contact phone (312) 942-2008 and email heide_cygan@rush.edu. Dr. Cygan's research centers on public health nursing practice transformation with particular emphasis on school nursing, planetary health integration, and health equity initiatives. Her work spans childhood obesity management, LGBTQ+ adolescent health, academic-practice partnerships, and climate change impacts on health systems. She actively develops frameworks for 21st-century school nursing practice and has pioneered digital health education approaches through YouTube-based community programming. Her scholarship demonstrates consistent productivity with publications spanning 2014-2025, showing increased focus on planetary health and systems transformation in recent years. Her scientific contributions include developing operational models for nursing academic-practice partnerships, creating school health policy implementation tools, and advancing planetary health curriculum frameworks. Notable work includes the Delphi study on school health policy implementation and the development of digital toolkits for pregnant and parenting youth. Her research has been cited across multiple platforms including Mendeley and X (formerly Twitter), with several publications generating significant altmetric attention. Dr. Cygan demonstrates strong leadership in nursing education through her program directorship and scholarship on DNP student publication coaching. She has been instrumental in transitioning public health nursing education during the COVID-19 pandemic and developing virtual learning models. Her collaborative work spans multiple institutions with frequent co-authorship with colleagues like Mallory Bejster, Virginia Reising, and Melissa Kalensky. Current projects indicate growing focus on climate change funding mechanisms and planetary health education integration across health professions.

• Visual Communication
• Digital Culture
• Educational Innovation
• +11 more

Dr. Antonio Fernández Coca is a Senior Lecturer in Graphic Expression at the University of the Balearic Islands (UIB) . With a PhD in 2003 focusing on user experience (UX) for web-based communication, he has pioneered the integration of digital tools and transmedia strategies in architectural education since the late 1990s. Education: PhD in Graphic Expression (UIB, 2003). Research Interests: Digital visual communication, educational innovation, UX design, and AI integration in teaching. Leadership: Served as Vice Rector for Digital Campus (2013–2021), redesigned UIB's Digital Classroom, and currently directs staff training programs aligned with Sustainable Development Goals. Publications: Authored Production and Graphic Design for the WWW (1999), The Art of Illustration (2013), and Selfie: Academic Self-Portraits (2021). Coordinated transmedia books and over 3 million educational video views. Projects: Led initiatives like Juguema (multimodal serious games), ZombUIB, and Genius-Up! (VR/AR educational games).

• Teacher Education
• Educational Assessment
• Video-Enhanced Dialogic Assessment
• +3 more

Jemma Bell is a faculty member in the Department of Education within the Faculty of Education and Society at the University of Sunderland. She serves as a key member of the International and Independent Distance Learning (IIDL) Team, focusing on innovative approaches to teacher education and assessment. Her research interests center on video-enhanced dialogic assessment (VEDA) methodologies for teacher training, international initial teacher education programs, and professional development models for educators. Bell's work explores how digital technologies can transform assessment practices in teacher education, particularly for international students seeking UK Qualified Teacher Status. Analysis of her publication record (2020-2024) reveals a strong focus on developing and implementing video-based assessment systems that create meaningful dialogic spaces for evaluating teaching practice. Her research demonstrates how these approaches can effectively bridge geographical distances while maintaining rigorous professional standards for teacher certification. Bell has presented her research at major education conferences including the British Educational Research Association (BERA) Annual Conference, Practical Pedagogy Conference, and Assessment in Higher Education Conference. She frequently collaborates with colleagues Elizabeth Hidson, Ian Elliott, Simon Sheard, Alison Griffiths, and Vikki Wynn on projects related to teacher assessment and international education. Her work has particular relevance for institutions developing international teacher training pathways and seeking innovative solutions for assessing teaching practice in virtual environments. Bell's research contributes significantly to the field of educational assessment, especially in the context of globalized teacher education programs.

Teresa Fair-FieldView profile

Assistant Clinical Professor

• Infant Motor Development
• Machine Learning Applications in Healthcare
• Dementia Care
• +3 more

Teresa Fair-Field serves as a Clinical Assistant Professor in the Department of Occupational Therapy at Baylor University's Robbins College of Health & Human Sciences, joining the faculty in 2021 during the program's inaugural year. She maintains a cross-country commute from Seattle, WA to Waco, TX, while bringing extensive clinical expertise across the lifespan—from early intervention and pediatrics to acute care, TBI/neuro rehabilitation, and elder health settings. Her educational foundation includes: BSOT from Pacific University (OR), 1993 Occupational Therapy Doctorate (OTD) from Chatham University (PA), 2016 Dr. Fair-Field's research pioneers machine learning applications for infant motor screening through parent-led video assessments, significantly advancing early detection of developmental delays. Her work bridges neuroscience, sensory integration, and technology to create accessible clinical tools. Additional interests span dementia care support systems and AI adoption challenges in school-based occupational therapy practice. Analysis of her 2019-2025 publications reveals a dominant focus on optimizing the Alberta Infant Motor Scale (AIMS) through machine learning, with three 2025 studies validating abridged screening protocols. Concurrently, she investigates systemic barriers in dementia care and technology acceptance models, demonstrating interdisciplinary innovation at the intersection of clinical practice and computational science. Professional distinctions include: Ayres Sensory Integration® certification (UPS/USC) Certified Dementia Practitioner (CDP) AOTA Certified Academic Leader ACOTE Roster of Accreditation Evaluators Her leadership encompasses founding the OT Clubhouse private pediatric clinic, managing a 65-person rehabilitation department, and establishing an ALS Center of Excellence. Current initiatives focus on smartphone-based developmental screening tools requiring minimal clinical infrastructure. Dr. Fair-Field's clinical background directly informs her academic mission to translate technological innovations into practical solutions for underserved populations across diverse healthcare settings.

Ingo LaufsView profile

Lecturer

• Jazz Music
• Popular Music
• Classical Music
• +5 more

Ingo Laufs is a Lecturer at Kalaidos University of Applied Sciences and Hanover University of Music, Theater and Media , specializing in Music Theory, Arrangement, and Composition for Jazz/Pop and Classical contexts. He teaches Tonsatz, Formenlehre, Musikgeschichte , and Gehörbildung , while creating professional orchestral arrangements of pop/rock hits. His work focuses on symphonic integration of genres, as seen in collaborations with the Volkswagen Philharmonic Orchestra and Moscow Philharmonic Orchestra . Key Projects 2025: "Rock Me Amadeus" with Mozart quotations 2025: "Tempo, Tempo" theatrical concert 2024: "Berlin Tattoo" military band collaboration 2023: "Underworld" dark-themed orchestral work His arrangements emphasize emotional orchestration (e.g., Adele's "Rolling in the Deep", Metallica's "Nothing Else Matters") and include German music college preparatory courses for international applicants. He maintains the MUSIC THEORY ONLINE learning platform and SheetMusicPlus arrangements.

Dominik DiermannView profile

Researcher

• Chemistry Education
• Digital Learning Tools
• 1H NMR Spectroscopy Instruction
• +3 more

Dr. Dominik Diermann is a Researcher at the Technical University of Munich (TUM) within the TUM School of Social Sciences and Technology , specifically at the Professorship for Chemistry Education under Prof. Dr. Jenna Koenen. He has been a Research Associate since 2023, previously working at the TUM School of Education from 2021 to 2023. His academic journey includes a Doctorate in Natural Sciences (2025), a Master of Education (2021), and a First State Examination (2020) in secondary school teaching for Mathematics and Chemistry. Doctorate: TUM School of Social Sciences and Technology (2025) Current Position: Research Associate (2023–present) Past Role: Teach@TUM Project (2021–2023) Education: Master of Education (2021), Bachelor of Education (2017)

Pia WilliamsView profile

Professor

• Early Childhood Education and Care (ECEC)
• Preschool Quality and Policy
• Professional Development
• +3 more

Pia Williams is a Professor at the Department of Education, Communication and Learning, University of Gothenburg. She leads the Policy, Profession, Quality and Children's Learning (PPQL) research environment, focusing on Early Childhood Education and Care (ECEC) with emphasis on collaboration, quality standards, and preschool teachers' professional development. Her work spans children's learning, play, and development in Swedish preschools, integrating digital competence and curriculum reforms. Current Projects: Skills development and preschool quality, Young Swedes and English, Teachers' professional digital competence (funded by the Swedish Research Council). Research Themes: ECERS-3 quality assessment, teacher-student collaboration, digital tools in ECEC, globalization impacts on early education. Recent Publications explore: Quality variations in Swedish preschools Preschool teachers’ professional profiles Technology content integration in teaching Language and literacy learning environments Globalization and child education She collaborates internationally (Norway, Germany, Ukraine) and contributes to policy frameworks for preschool quality. Her work bridges research, practice, and educational reform.

Michael J. PeetersView profile

Associate Clinical Professor

• Educational Psychometrics
• Pharmacy Education
• Interprofessional Education
• +4 more

Michael J. Peeters serves as a Clinical Associate Professor in the Department of Pharmacy Practice at The University of Toledo College of Pharmacy and Pharmaceutical Sciences. He also holds the position of Director for Interprofessional Education and has served as Clinical Senior Lecturer and PGY1 Residency Coordinator. With dual doctoral degrees in Educational Research and Measurement and Pharmacy Practice, Dr. Peeters bridges educational theory with clinical pharmacy practice. His educational background includes a Ph.D. and M.Ed. in Educational Research and Measurement from The University of Toledo, a Pharmacotherapy Specialty Residency from Texas Tech University Health Sciences Center, a Pharm.D. from the University of Washington, and a B.Sc.Pharm. from the University of Alberta. He has earned certificates in Biostatistics & Epidemiology from The University of Toledo and in Teaching & Learning as well as Leadership & Management from the American College of Clinical Pharmacy. Dr. Peeters specializes in educational psychometrics, focusing on validity and reliability in educational testing, assessment methodology, and interprofessional education. His research examines how to improve precision in performance-based assessments, develop effective rating scales using Rasch measurement, and implement innovative approaches to interprofessional learning. He has extensively published on topics including Generalizability Theory, Likert scale analysis, and educational measurement techniques specifically applied to pharmacy education. His publication record shows consistent scholarly output with 231 publications spanning from 2004 to 2024, demonstrating sustained contributions to pharmacy education research. His recent work (2021-2024) focuses increasingly on interprofessional education, visual communication in academic settings, and advanced psychometric techniques for educational assessment. Dr. Peeters has earned recognition as a Fellow of the American College of Clinical Pharmacy (FCCP) and a Fellow of the National Academies of Practice (FNAP), highlighting his professional standing in the field. Fellow of the American College of Clinical Pharmacy (FCCP) Fellow of the National Academies of Practice (FNAP) As Associate Editor for Currents in Pharmacy Teaching and Learning, Dr. Peeters actively shapes scholarship in pharmacy education. He maintains active involvement in the American Association of Colleges of Pharmacy, serving on various committees over the years. His editorial work includes the "Methodology Matters" section which he announced in 2015 to address research methods in pharmacy education.

Catherine StoreyView profile

Senior Lecturer

• Autism Spectrum Disorders
• Educational Psychology
• Evidence-Based Practices
• +5 more

Catherine Storey is a Senior Lecturer and Director of Research in the School of Education , with an ORCID identifier 0000-0003-4507-8859 . She has been actively contributing to research outputs since 2017 and is currently leading projects focused on autism and developmental disorders. Role: Senior Lecturer, Director of Research School: School of Education Research Interests: Storey specializes in autism spectrum disorders, particularly examining video-based interventions to enhance social and behavioral skills in children and young people. Her work extends to evaluating evidence-based practices in autism policy across the United Kingdom, focusing on policy implementation and stakeholder engagement. Additionally, she investigates online training platforms for behavioral therapists, comparing traditional modules with live telehealth approaches to improve practitioner efficacy. Recent Publications: Storey has published extensively on evidence mapping for autism interventions, policy reviews, and behavioral training efficacy. Notable works include a 2024 Campbell systematic review, a 2023 Children and Society article on policy analysis, and a 2022 International Journal of Educational Research study on verbal behavior training. Projects: Curriculum for Wales Formative Evaluation (2024-2027): Investigates developmental delays in speech, language, and communication among young learners. Research Project (2024): Explores socio-emotional skill development in children with developmental needs.

• Empirical-qualitative teaching research
• Qualitative video analysis
• Gender studies
• +4 more

Dr. Gianna Wilm is a Researcher at the Institute of Sports Science, University of Hildesheim, with a focus on empirical-qualitative teaching research, gender studies, and sociological practice theories. Her work integrates qualitative video analysis and reconstructive casework to explore inclusive teacher education. Education: Bachelor of Arts in Sports and Business (2010, University of Hildesheim) Master of Education in Secondary School Teaching (2012, University of Hildesheim) Doctorate (2020) with dissertation on 'Gender as a contingent practice in physical education' Her research emphasizes gender dynamics in physical education, inclusive teacher training , and the application of video-based case studies . She co-edited a 2024 volume on videographic research in inclusive teaching and has published on topics like materiality in gendered educational settings and reconstructive methods. Notable projects include managing the 'Inclusive Teacher Education 4.0' initiative (2019-2022) and coordinating the HILDE case archive. She has received academic recognition through a doctoral scholarship from the Center for Teacher Education and Educational Research (2012-2014) and has contributed to workshops at conferences like the 34th Annual Conference of the German Society for Sport and Education (dvs).

• 6G Networks
• Wireless Communications
• UAV/Drone Communications
• +7 more

Tu Dac Ho is an Associate Professor at the Department of Information Security and Communication Technology within the Faculty of Information Technology and Electrical Engineering at the Norwegian University of Science and Technology (NTNU), a position he has held since 2023. Concurrently, he serves as Associate Professor at the Arctic University of Norway (UiT) since 2019. He holds MSc (2005) and PhD (2011) degrees in wireless communications from Waseda University, Japan. His professional background includes positions as Assistant Professor at Waseda University (2011-2012), Postdoctoral Fellow at NTNU (2012-2014), and Senior Researcher at SINTEF Norway (2014-2018). Dr. Ho's research develops communication protocols for autonomous vehicles, energy-constrained IoT networks, non-terrestrial network integration, and 6G systems including satellite-air-ground networks. His expertise spans: UAV/drone communications and network optimization Machine learning applications in wireless systems Satellite and maritime communications Visible light communication (VLC) for vehicular networks Energy harvesting for IoT devices His recent publications (2023-2025) demonstrate strong focus on 6G technologies, UAV communication systems, V2X security, visible light communication, and AI-driven network optimization. Research consistently addresses performance enhancement under real-world constraints including arctic conditions, mobility challenges, and security threats. Dr. Ho leads significant research initiatives including: Real-Time Remote Drone Control with 5G Video Streaming (PI, 3M NOK) Ambient Intelligence Infrastructure (Norway PI, 36M NOK) HE4T Energy Harvesting Solutions (Norway PI, 2.5M EUR) Participation in CubeSat and Student Satellite projects

• Mathematics and Numeracy Curriculum and Pedagogy
• Teacher Education and Professional Development of Educators
• Sociology of Education
• +3 more

Hildegardis Mulu is a PhD Candidate at the Department of Curriculum, Pedagogy and Assessment within the Institute of Education at University College London. Her work intersects mathematics education, teacher development, and sociocultural dimensions of learning. Focus on mathematics pedagogy , teacher education , and sociology of education Engaged in contextual learning and social justice frameworks Her research includes critical mathematics education, ethnobotanical knowledge systems, and pandemic-era educational innovations. She has published on interactive games , contextual science videos , and mathematical anxiety . Key trends in her work emphasize local wisdom integration and inclusive pedagogy .

• Educational Psychology
• School Improvement
• Evidence-Based Education
• +5 more

Dr. Anabel Bach is a Researcher in the Department of Education and Psychology at Free University of Berlin, affiliated with the Institute of School Pedagogy and School Improvement Research . Since 2015, she has focused on evidence-based educational governance, teacher training, and collaborative learning mechanisms. Diploma in Psychology (2011) and Doctorate in Education and Psychology (2018), both from Free University of Berlin Her research examines school improvement strategies , evaluation policies , and teacher collaboration . Key projects include K2teach (video-based learning), SteBis (governance), and StABil (evaluation practices). Recent publications analyze collaborative online learning , problem-based learning questionnaires , and data-driven school policies . She has presented internationally on low-stakes testing and school-based staff development . Her work integrates educational psychology , organizational theory , and policy analysis to enhance teacher competencies and school effectiveness. Dr. Bach's methodological expertise includes survey development , questionnaire validation , and empirical educational research . She has contributed to technical reports for the StABil project and collaborated with institutions like Humboldt University Berlin.

Changhee ChoiView profile

Associate Professor

• Cybersecurity and Artificial Intelligence Integration
• Cyber attack attribution
• Cybersecurity data augmentation
• +5 more

Changhee Choi is an Associate Professor in the Department of Cyber Defense at Sejong University, South Korea, holding this position since 2025 after serving at the Agency for Defense Development (2013-2025). His research bridges cybersecurity and artificial intelligence with significant contributions to attack attribution and data augmentation. His academic credentials include: Ph.D. from KAIST (2013) M.S. from KAIST (2010) B.S. from Yonsei National University (2008) Research focuses on LLM-driven cyber defense systems, including attack campaign analysis using TTP synonym replacement and MITRE ATT&CK framework embedding. His work pioneers GAN-based data augmentation for packet/log generation and deep fake detection in digital forensics, with strong emphasis on automated cyber warfare simulation and AI-supported defense training. Publications from 2019-2025 reveal consistent innovation in applying machine learning to cyber attribution challenges, particularly through vector space modeling of attack campaigns and generative techniques for security data synthesis. Recent work increasingly leverages large language models for threat intelligence processing. No scientific awards were specified in the source material. Professional activities include h-index 59 with 7 research outputs (2019-2025), but no student advising or grant details were provided. His research fingerprint shows dominant expertise in Cyber Attack (100%), Generative Adversarial Networks (62%), and Experimental Results (59%).