Dr. Jan Delcker is a Post-Doc Researcher at the University of Mannheim's Chair for Economic and Business Education, specializing in Learning, Design & Technology. With a background in social work and media education, his research examines digitalization in educational contexts. Key research areas include: AI competence assessment in teachers and students Digital curriculum development in vocational schools Mobile learning applications for language assessment Impact of COVID-19 on school development He teaches courses on educational systems management and research methodology while supervising graduate theses. Recent publications explore AI tool adoption predictors and text mining analysis of vocational curricula.
Dr. Jan Christoph Munck-Rieder is a Lecturer at EBS Business School in Oestrich-Winkel, Germany. He serves as Co-Head of the Strascheg Center for Impact in Innovation & Entrepreneurship (SCIIE) and leads the Gründungsfabrik Rheingau , a joint initiative with Geisenheim University. In addition to his academic role, he is the managing director of varISO GmbH in Mainz, a consultancy firm. Education: Business Administration studies at Johannes Gutenberg University Mainz Business Administration studies at Karlstad University, Sweden Research Interests: Dr. Munck-Rieder’s research focuses on innovation management , entrepreneurship , and innovation controlling . He explores how organizations can systematically manage innovation processes through effective control systems, balancing creativity with efficiency. His work also delves into the implications of digital transformation on budgeting, management accounting, and organizational development. He has contributed extensively to understanding how Industry 4.0 technologies reshape business models and control mechanisms in manufacturing and service sectors. Publications Overview: His recent publications span peer-reviewed journals and industry-focused outlets, with a clear emphasis on innovation control systems , new product development , and digital transformation . Topics include the performance effects of control instruments in innovation stages, bibliometric evolution of innovation control as a field, and empirical studies on digital budgeting. His work often bridges theoretical frameworks with practical applications in corporate and startup environments. Books and Editorial Contributions: Controlling von Start-Ups & Start-Up-Initiativen (2019, co-authored with R. Gleich) Co-editor of Kennzahlen optimal nutzen (2018) Multiple chapters in edited volumes on controlling, innovation, and digital transformation Industry Engagement & Consulting: Dr. Munck-Rieder has extensive consulting experience with firms such as INVENSITY , Volkswagen Consulting , Horváth , and SGP Management Consultants . His dual role in academia and industry allows him to integrate practical insights into research and teaching, particularly in innovation and entrepreneurship education.
Prof. Dr. Heiner Rindermann is a Professor of Educational and Developmental Psychology at Chemnitz University of Technology (TUC). Affiliated with TUC's Institute of Psychology under the Behavioural and Social Sciences school, his work bridges educational practices and cognitive development. Academic Timeline: 1988-1993 Heidelberg RA, 1994-1999 LMU Munich RA, 1999-2007 Otto-von-Guericke-University Magdeburg RA, 2001 University of Graz visiting professor, 2003-2004 University of Kassel interim, 2004-2006 Saarland University interim, 2006-2007 Paderborn University interim, 2008-2010 University of Graz Professor, 2010-present TUC Professor. Educational Background: 1972-1985 Baden-Württemberg schools, 1986-1995 University of Heidelberg (PhD 1995), 2005 Landau habilitation. Research Interests focus on cognitive competence development , cross-cultural comparisons , intelligence-societal development links , kindergarten quality assessments , and international comparative studies . His work examines psychometric vs. Piagetian frameworks, emotional competence, and educational program evaluation. Academic Contributions include the William-Stern-Preis (2007) , APS Fellowship (2010) , and Mexican National Award of Giftedness (2016) . He serves on editorial boards for journals like Zeitschrift für Pädagogische Psychologie and Intelligence , and reviews for over 40 journals and institutions. Projects include BMBF-funded SoKonBe (external educational consultation using socio-cognitive conflicts) and international collaborations like the Study of Latin American Intelligence with Earl Hunt and Jelte Wicherts. His publications span books including Cognitive Capitalism (Cambridge University Press, 2018) and chapters in encyclopedias.
Joachim Ritter is apl. Professor of Geophysics at the Karlsruhe Institute of Technology (KIT) , Geophysical Institute (GPI). He has been with KIT since 2002, after completing his habilitation at the University of Göttingen. His research integrates experimental seismology with field experiments across Europe and Africa. Education Diplom in Geophysics, University of Karlsruhe (TH), 1985–1991 Doctorate (Dr. rer. nat.), Faculty of Physics, University of Karlsruhe, 1996 Habilitation, Faculty of Physics, University of Göttingen, 2002 Research Interests Ritter’s work spans experimental seismology , seismic tomography , seismic anisotropy , and induced seismicity . He operates mobile broadband arrays to image Earth’s interior, studies deformation in the mantle and lithosphere, and monitors volcanic regions such as the Eifel volcanic field and the East African Rift. Additional foci include wind-turbine-induced ground motion and urban seismology . Publication Trends Recent publications (2022–2025) concentrate on volcano-seismic monitoring in Germany and Greece, wind-energy seismic emissions , shear-wave splitting beneath Central Europe, and fault imaging of active tectonic zones. The breadth reflects both methodological advances and targeted regional studies. Scientific Awards 2017 Faculty Teaching Award, KIT Advising & Committees Ritter has supervised numerous master theses and PhD projects, and he leads the KArlsruhe BroadBand Array (KABBA). He has served on national and international committees including the European Seismological Commission, AlpArray Science Council, and the German Geophysical Society Board. Labs & Teams He heads the Working Group on Analysis of Wind Turbines and previously acted as Spokesperson for the KIT Competence Field "Geosphere and Risk Management". His team operates dense seismological networks across Germany and Europe.
Prof. Dr. Timo Ehmke is Full Professor and holder of the Professorship for Educational Research, in particular Empirical Educational Sciences at Leuphana University of Lüneburg . He leads an extensive research program centered on empirical educational science, teacher education, assessment, and mathematics education. Research Interests Design and evaluation of evidence-based teacher-training programs, especially in mathematics Adaptive learning support and competency-oriented instruction Impact of linguistic complexity on student performance in realistic mathematical tasks Assessment instruments for inclusive subject teaching and second-language learners Large-scale educational studies (TIMSS, NEPS) and comparative measurement of competencies Research Output & Impact Across 183 peer-reviewed publications, Prof. Ehmke’s work reveals a consistent focus on translating empirical findings into practical tools for teachers. His recent articles explore how linguistic demands affect mathematical problem-solving and how adaptive instructional strategies can close achievement gaps. The research integrates psychometrics, educational psychology, and subject-didactics to inform both policy and classroom practice. Awards & Distinctions Leuphana Transfer Award 2023 – Recognised for outstanding knowledge transfer from research to educational practice. Projects & Funding Prof. Ehmke has coordinated or co-coordinated 17 major projects since 2011, securing funding from the German Federal Ministry of Education and Research (BMBF) and the German Research Foundation (DFG) . Flagship initiatives include: LERN-IF (2021-2026): Learning-process diagnostics and feedback in inclusive subject teaching (BMBF) Effects and Interaction of Linguistic and Subject-Specific Requirements (2019-2023, DFG) Boundary-Crossing II : Transdisciplinary evaluation framework for teacher-education collaborations (BMBF) Leuphana Teacher Training 2020 : Concept development for future-oriented teacher education (BMBF) DaZKom-Video : Performance-oriented assessment of German-as-a-second-language competency among pre-service teachers (BMBF) Laboratories & Teams He heads an active research team embedded within Leuphana’s research focus on education and participates in university-wide teacher-education networks, fostering collaboration between educational researchers, subject didacticians, and school practitioners.
Dr. Daniel Laumann is a faculty member at the University of Münster, affiliated with the Department of Physics within the Faculty of Mathematics and Natural Sciences. His primary research focuses on physics education innovation, particularly the integration of digital tools and technologies into teaching. He has actively contributed to advancing methodologies such as augmented reality (AR) and mixed reality (MR) in laboratory settings, mobile learning strategies, and interdisciplinary approaches combining physics with art. His work emphasizes enhancing student engagement through interactive simulations, BYOD (Bring Your Own Device) initiatives, and conceptual understanding in magnetism and optics. Dr. Laumann has published extensively in journals like Physics Education , Journal of Science Education and Technology , and Frontiers in Education , reflecting his commitment to evidence-based pedagogy. He collaborates widely with colleagues in physics education, psychology, and engineering to design effective learning environments. Education: While specific academic degrees aren’t listed in the text, his title 'Dr.' indicates a PhD in Physics or a related field. Research Interests: His work spans educational technology (e.g., AR for polarization experiments), mobile device integration in STEM education, and cognitive aspects of learning (e.g., empathizing/systemizing traits in students). He also explores interdisciplinary projects linking physics principles with artistic light installations, aiming to broaden public engagement with science. Key Projects: Leading initiatives like the MiReQu project (Mixed Reality Learning Environments for Quantum Technologies) and studies on BYOD impacts in classrooms. He co-developed tools such as the Light Spectrum Analyzer app and smartphone-based magnification devices. Grants & Awards: No specific grants or awards are mentioned in the provided texts. Labs/Teams: Actively involved in the Physics Education Research Group at the University of Münster, collaborating with institutions like the Deutsche Physikalische Gesellschaft (DPG) on curriculum development and innovation.
Prof. Gabriele Kaiser is a Full Professor of Mathematics Education at the University of Hamburg’s Faculty of Education. She holds a part-time professorship at the Norwegian University of Science and Technology and an honorary professorship at the Australian Catholic University (ACU). Her research focuses on mathematical modeling, teacher professional competence, and comparative studies in education (East-West). She led the ICME-13 conference in 2016 and serves as former Editor-in-Chief of ZDM Mathematics Education. Key contributions include the TEDS research program on teacher education and the development of video-based assessment tools for teacher noticing. Awards include top Springer downloads for her edited volumes and leadership in international educational initiatives. Roles: Chair of ICME-13, Editor of ZDM, ICMI Representative, ICTMA President Affiliations: University of Hamburg, ACU Brisbane, University of Macau collaborations Research Interests: Mathematical modeling, teacher education, inclusive mathematics, flipped classrooms, and cross-cultural studies Her work emphasizes innovation in teacher training, classroom observation methodologies, and addressing diversity in mathematics education. Recent projects include studies on Chinese and German teachers’ competencies and the use of AR/VR in STEM education. Awards: Honorary professorships in Australia and Hong Kong, board member of Hamburg Scientific Foundation, and recognition for impactful publications.
Nadine Bergner is a Professor in the Teaching and Research Area of Learning Technologies (Informatik 9) at the Faculty of Computer Science, Dresden University of Technology (TU Dresden). Her work focuses on innovative approaches to computer science education across various educational levels, from primary schools to university settings. She leads research on learning technologies, VR applications in education, and teacher training in computer science. Prof. Bergner's research spans multiple dimensions of computer science education. She has developed and evaluated numerous educational approaches including VR serious games, physical computing with Arduino, and specialized learning environments like the InfoSphere student lab. Her work emphasizes making computer science accessible and engaging for diverse learners, including young children, senior citizens, and pre-service teachers. She has made significant contributions to understanding how students form mental models of computer science concepts and how these can be effectively developed through targeted educational interventions. Her recent publications reveal a strong focus on emerging technologies in education, particularly virtual reality applications for computer science learning. She has been exploring how different interaction modalities in VR affect learning outcomes, presence, and enjoyment. Another major thread in her recent work involves machine learning education, where she has developed concept inventories and game-based learning approaches to make complex ML concepts accessible to learners. She has also been actively researching how to integrate computer science and AI competencies into teacher education across various disciplines. Prof. Bergner has made substantial contributions to the development of educational materials and frameworks for computer science education. Her work includes creating resources for programming education ("Apps programmieren für Dummies Junior"), designing concept inventories for machine learning assessment, and developing comprehensive approaches to building computational thinking skills from early childhood through higher education. She has been instrumental in shaping computer science education policy through initiatives like the Dagstuhl Declaration on education in the digital networked world. Her research often involves collaborative projects with schools and teachers, focusing on practical implementation and evaluation of computer science education approaches. She has been particularly active in developing teacher training programs and materials to support the integration of digital competencies into school curricula. Her work with the InfoSphere student lab has provided valuable insights into how extracurricular learning environments can shape students' perceptions of computer science.
Dr. Christopher Kellermann serves as a Researcher at the Department of Education and Psychology, School Pedagogy and School Improvement Research group, Free University of Berlin since March 2020. His work centers on evidence-based school governance and leadership interventions to enhance teaching quality through structured feedback mechanisms. Education: Doctorate (Dr. phil.) in Education, Free University of Berlin (April 2023) M.A. in Education, TU Berlin (2012-2016) including exchange semester at Stockholm University (2013-2014) B.A. in Education, University of Münster (2008-2012) Research Focus: Kellermann's scholarship investigates how school principals' observational feedback impacts teacher development and student-perceived teaching quality. His methodology combines intervention studies with psychometric validation of assessment instruments, particularly examining goal orientation effects in feedback reception. Current projects include FEED-UB (funded by DFG) developing principal feedback protocols, and SteBis analyzing evidence-based educational governance in Germany. Publication Trends: His 2021-2024 output reveals concentrated expertise in feedback intervention design, with 70% of publications co-authored with Gärtner and Thiel. The research trajectory shows progression from instrument development (2021-2022) to efficacy testing (2022-2023), culminating in 2024's BERU observation manual. Cross-cutting themes include classroom observation standardization, leadership-practice connections, and student perspective integration in evaluation. Project Involvement: As core researcher in DFG-funded FEED-UB, he contributed to developing the BERU observation instrument and conducting randomized trials across Berlin schools. Additional engagements include K2teach (video-based learning facilities), SteBis (evidence-based governance), and Berlin-Brandenburg school quality initiatives through ISQ. His work bridges empirical research with practical school improvement frameworks.
Prof. Dr. Kathleen Stürmer is a faculty member at the University of Tübingen, affiliated with the Tübingen School of Education (TüSE) and the Hector Institute for Empirical Educational Research . As Deputy Director of TüSE for Internationalization since 2021, she leads initiatives to enhance global collaboration in teacher education. Research Focus: Teacher professional vision, simulation-based learning environments, diagnostic competence development, and technology integration in classrooms. Methodologies: Eye-tracking studies, meta-analytic reviews, and longitudinal analyses of teacher training efficacy. Key Projects: Observer (video-based diagnostic tool), Di-MaL (simulation framework for pedagogical diagnostics), and quality initiatives in digital distance teaching during the pandemic. Her recent publications highlight trends in educational technology (AI, tablets), teacher cognition (professional vision, attention processes), and structural innovations in teacher education programs. She actively develops standardized instruments for measuring pedagogical expertise and explores the impact of individual and contextual factors on instructional quality. Labs & Teams: She collaborates with the Hector Institute for Empirical Educational Research and leads internationalization efforts at TüSE, focusing on interdisciplinary frameworks for diagnostic competence across professions like teaching and medicine.
Prof. Dr.-Ing. Delf Egge was a renowned academic in geodesy, hydrography, and software engineering. He served as a Professor at HafenCity University Hamburg (HCU) since 2006, previously at the Hamburg University of Applied Sciences (HAW Hamburg) from 1987–2005. His research focused on satellite positioning, multibeam echo sounder data processing, and geospatial software development using Java and MATLAB. He was a key figure in establishing international standards for hydrographic education through his membership on the FIG/IHO/ICA Board. Notable contributions include pioneering work in GNSS precise point positioning and the development of certified hydrography courses. Egge passed away unexpectedly on August 7, 2015, leaving a lasting impact on geomatics education and research. Career Highlights: Professor at HCU (2006–2015) and HAW Hamburg (1987–2005) Assistant Professor of Civil Engineering, University of Washington (1985–1987) Member of the FIG/IHO/ICA International Board (since 2003) Contributed to the International Maritime Academy, Trieste (1991–2004) Research Interests: Egge’s work bridged theoretical geodesy and practical applications. His studies on satellite positioning advanced real-time geoscience applications, while his focus on multibeam echo sounder data processing revolutionized marine survey methodologies. He also led software development initiatives, creating tools like GEOTRANS for coordinate transformation and exploring Java-based solutions for ECDIS systems. Publications & Recognition: Over 15 key publications span hydrographic standards, GNSS techniques, and educational frameworks. His work emphasized interdisciplinary collaboration and practical field applications. Egge’s legacy includes foundational contributions to hydrographic education and geomatics innovation. Affiliations: Deutsche Hydrographische Gesellschaft (DHyG) Deutscher Verein für Vermessungswesen German Hydrographic Consultancy Pool (GHyCoP) Advisory Board
Dr. Friederike Wolf serves as an Academic Employee and Deputy Head of the Department of Technology at the University of Education Schwäbisch Gmünd since September 2024, working part-time. Holding a PhD in Technology Education (magna cum laude, 2020), she actively contributes to teacher training and research while maintaining secondary school teaching duties at Realschule Schenkensee since 2021. Her academic qualifications include: First state exam in Geography, Technology, and Ethics (2016) from Pädagogische Hochschule Ludwigsburg First state exam in Physics (2017) from Pädagogische Hochschule Ludwigsburg PhD in Technology Education (2020, magna cum laude) from Pädagogische Hochschule Heidelberg and Ludwigsburg Wolf's research centers on technology education with specialized focus on student conceptions in electrical engineering and building technology, teacher competence assessment, and situated learning approaches. She investigates pre-instructional conceptions and develops methodological frameworks for technology teaching, particularly through out-of-school learning environments. Her work emphasizes diagnostic tools for identifying learner misconceptions and enhancing pedagogical content knowledge. Analysis of her 14 publications (2016-2025) reveals consistent empirical research on technology teacher education, featuring longitudinal assessment of teacher competencies using vignette-based instruments. Key thematic clusters include diagnostic methodology for electrical engineering concepts (batteries, thermal insulation), contextual learning strategies, and competence development during school practicums. Her work demonstrates strong interdisciplinary connections between educational psychology, subject didactics, and practical teacher training. No scientific awards are documented in the provided information. While actively supervising teacher trainees during school practicums, no formal PhD/Master's student advisement is indicated. Her research has been supported through the FuN-Kollegs EKoL initiative, though specific grant details aren't provided. Wolf maintains significant involvement with the FuN-Kollegs EKoL (Effective Competence Diagnosis in Teacher Education), a multi-university research consortium across Baden-Württemberg focusing on longitudinal assessment of teacher competencies through innovative vignette methodologies.
Professor André Schneider serves as Professor for Corporate Sustainability Management, with a specialization in Sports Management, at Mittweida University of Applied Sciences. He holds multiple leadership roles including Vice Dean of Studies for Business Administration since 2018 and Representative of the Rectorate for Research and Teaching in Sports. His academic home is within the Faculty of Industrial Engineering, where he contributes significantly to business education with a focus on sustainability and sports management. Dr. Schneider's research interests span Sports Management, Corporate Sustainability, Digital Education, and Event Management. His work particularly focuses on the intersection of sports and higher education, examining how digital learning environments can facilitate dual careers for elite athletes. He has pioneered research in eSports, exploring its psychological dimensions, educational applications, and potential as a tool for sustainable development education. His innovative approaches include using SimCity as a digital experience space for competence development in sustainability education and investigating psychological ownership concepts in educational resource development. His publication record shows a strong trend toward digital transformation in education, with particular emphasis on service learning, competence development, and the application of gaming environments for educational purposes. Many of his recent works examine how digital platforms can create experiential learning spaces, particularly in the context of sustainable development. His research increasingly integrates eSports and gaming concepts as tools for competence development across various educational contexts. Professor Schneider has led numerous significant research projects funded by SMWK (Saxon State Ministry for Science and Art) and HSMW (Mittweida University of Applied Sciences), with a focus on dual careers for student-athletes, digital learning resources, and sustainable business practices. His projects often involve interdisciplinary teams and address practical challenges in higher education and sports management. He has established the Digital Service Learning Lab, which focuses on creating digital teaching-learning environments for competence development through service-learning projects at Saxon universities. His work also includes coordinating the top sports program at Mittweida University of Applied Sciences, where he has served as top sports coordinator since 2015, making significant contributions to enabling dual careers for student-athletes.
Dr. Sabrina Seeler is associated with the Department of Economics at the West Coast University of Applied Sciences (FH Westküste), a German institution focused on practical education and applied research. Her work bridges tourism studies with economic frameworks, emphasizing sustainability and resilience in travel systems. University: West Coast University of Applied Sciences Department: Department of Economics Her research explores the socio-economic impacts of tourism, particularly in urban and rural contexts. Key themes include: Tourism acceptance and quality of life Resilience strategies for post-pandemic recovery Psychographic segmentation of travelers Sustainable supply chain practices Community-based destination development Paradoxes of off-the-beaten-track tourism Recent publications highlight her leadership in advancing sustainable tourism frameworks, including insights from the International Competence Network of Tourism Research and Education (ICNT) and analyses of resident perceptions in big German cities. Her Google Scholar articles (2016–2025) demonstrate expertise in: Tourism's role in climate protection Destination branding and reputation Experienced tourist typologies Post-COVID-19 tourism adaptation Measuring sustainability attitudes along the customer journey Cruise tourism recovery strategies
Felix Weißenrieder is a Research Assistant at the Leibniz Institute for Science and Mathematics Education (IPN) within the Computer Science Education department at Christian-Albrechts-Universität zu Kiel. He joined IPN in 2023 and also serves as a Member of the Scientific Committee representing PhD students since 2024. His academic background includes a Master of Education (2022) and a Bachelor of Science (2020) in Mathematics and Computer Science from CAU Kiel. Education: Master of Education (2022), Bachelor of Science (2020) at CAU Kiel His research focuses on the usability of programming languages and tools , human-computer interaction (HCI) , and CS-PCK (Computing Pedagogical Content Knowledge) instruments . He develops educational programming tools and evaluates their effectiveness in teaching contexts. Earlier, he contributed to the RuneS project on Runic writing in Germanic languages (2022–2024) and taught courses like Introduction to Algorithmics and Analysis III at CAU Kiel. Recent publications include comprehensive and interim reports on integrating computer science as a mandatory subject in schools, emphasizing teacher competence and curriculum design. These works align with his interests in educational technology and domain-specific learning strategies. Felix’s extracurricular collaborations include student assistant roles during 2018–2019, where he supported foundational courses in computer science and mathematics. His work spans both theoretical research and practical application in educational settings, including contributions to the RuneS project and development of instructional frameworks for modern curricula.
