جست‌وجوی استاد و پژوهشگر

Rachel B. Bakerمشاهده پروفایل

دانشیار

• Higher Education Access
• Community College Systems
• Educational Policy Analysis
• +۳ مورد دیگر

Rachel B. Baker is an Associate Professor in the Policy, Organizations, Leadership, and Systems Division at the University of Pennsylvania's Graduate School of Education. Her research focuses on enhancing access and success in higher education for underserved groups, particularly in community colleges. She leads a National Science Foundation-funded study on cross-enrollment programs and collaborates on projects measuring curricular complexity and online education effectiveness. Key Affiliations: Wheelhouse Center for Community College Leadership, Editorial Boards of Research in Higher Education and Journal of Research on Educational Effectiveness Funding Sources: NSF, Institute of Education Sciences, Spencer Foundation, College Futures Foundation Her work addresses three core themes: policy impacts on student decisions, enrollment equity across race/socio-economic status, and interventions to improve self-regulatory skills via online data. Recent studies include analyzing cross-enrollment effects on transfer success and instructor professional development in online settings. Awards: 2019 NAEd/Spencer Postdoctoral Fellowship, 2016 IES Outstanding Fellow, Jack Kent Cooke Dissertation Fellowship Grants: NSF 5-year cross-enrollment study, IES training programs, Spencer Foundation initiatives Baker’s team develops metrics for curricular complexity and explores how course requirements influence student outcomes. She advocates replacing the 'pipeline' metaphor with 'pathway' to emphasize inclusive educational trajectories.

Claudia Lehmannمشاهده پروفایل

استاد

• Film Art
• Visual Communication
• Video Installation
• +۷ مورد دیگر

Claudia Lehmann is a University Professor of Film Art & Visual Communication at the Institute for Open Arts, Department of Scenography at Mozarteum University Salzburg. She has been a professor at Mozarteum University since 2019 and previously served as a visiting professor at the Berlin Weissensee Art Academy. As a faculty member, she contributes to the Institute management, teaches as a Teacher, and serves on the Curricular Commission. Dr. Lehmann holds a doctorate in physics (Dr. rer. nat.) with her dissertation "GAUGE COVARIANT MULTISCALE ANALYSIS OF COMPLEX SYSTEMS" published through DESY-Publications in 2004. Her academic journey reflects a unique interdisciplinary trajectory from scientific research to artistic practice. Claudia Lehmann's research interests center around the intersection of art and science, with particular focus on perception, reality, and systemic phenomena. Her work spans documentaries, feature films, music videos, art videos, installations, and performances, constantly searching for new forms and formats. She develops visual concepts, video stage sets, and unique live video performances, often in collaboration with Nicolas Stemann. Through her work, she explores diverse possibilities for new structures, especially in the form of artistic collaboration. Her recent artistic output shows a consistent trend toward interdisciplinary work that blends theater, film, and digital media. Lehmann frequently collaborates with Nicolas Stemann and Konrad Hempel, creating innovative performances that integrate video technology with traditional stagecraft. Her work often addresses social and political themes while experimenting with form and presentation. The Institute for Experimental Affairs (IXA), which she co-founded with Konrad Hempel, serves as a platform for exploring the interfaces between science and art through various projects and research initiatives. Dr. Lehmann has received several prestigious awards for her work: Samsung Smartfilm Award 2013 Shocking Shorts Award 2007 Nomination for German Documentary Film Music Prize 2013 Nomination for Studio Hamburg Young Talent Prize for Best Screenplay As an educator and researcher, Lehmann has developed numerous collaborative projects and performances that have been featured at major international festivals including the Berlin International Film Festival, Leipzig Documentary Film Festival, and various theater festivals. Her work with IXA represents a significant research initiative at the intersection of science and art. Lehmann co-founded the Institute for Experimental Affairs (IXA) with visual artist and composer Konrad Hempel. Through IXA, she conducts research and realizes projects at the interfaces between science and art. Her collaborative work spans theater productions, film projects, and interactive installations that have been presented at venues including the Schauspielhaus Zürich, Münchner Kammerspiele, Opéra Comique Paris, and various international festivals.

John Barrowمشاهده پروفایل

استاد

• Biochemistry
• Molecular Biology
• Virtual Reality Education
• +۳ مورد دیگر

Professor John Barrow is a Professor of Biochemistry & Molecular Biology at the University of Aberdeen, where he also serves as Dean for Employability and Entrepreneurship since 2020. He is affiliated with the School of Medicine, Medical Sciences and Nutrition, based at the Institute of Medical Sciences on the Foresterhill Campus with office address at Ashgrove Road West, AB25 2ZD. Barrow earned his academic qualifications entirely from the University of Aberdeen: a BSc(Hons) in Biochemistry (2002), PhD in Molecular Biology (2005), and PGCert in Higher Education (2011). He was awarded Senior Fellow status with the Higher Education Academy in 2015. His academic career at Aberdeen has progressed from Postdoctoral research scientist (2005-2009), through Teaching Fellow (2009-2013) and Senior Teaching Fellow (2013-2015), to Senior Lecturer (Scholarship) (2015-2021), before becoming Professor in 2021. Professor Barrow's research primarily focuses on innovative approaches to biochemistry education, with particular emphasis on virtual reality and immersive learning technologies. His work bridges traditional biochemical knowledge with cutting-edge educational methodologies, creating engaging learning experiences for students. He has pioneered the use of virtual reality for teaching complex biochemical concepts such as the citric acid cycle and molecular structures. Additionally, his research extends to graduate attributes development, employability skills, and entrepreneurship education, reflecting his dual role as both educator and Dean for Employability and Entrepreneurship. Analysis of his recent publications reveals a strong trend toward educational technology and innovative teaching methods, particularly virtual and augmented reality applications in biochemistry education. His work spans molecular biology education, skills development, and the integration of enterprise and entrepreneurship into the academic curriculum. While his earlier career included more traditional molecular biology research on topics like gene promoters and receptor pathways, his recent focus has shifted predominantly toward educational innovation. His professional recognition includes: Senior Fellow of the Higher Education Academy (2015) As Dean for Employability and Entrepreneurship, Professor Barrow oversees initiatives that connect academic learning with real-world applications, including the ABDN Grad Challenge and Hack 2040 ideathon events. His work focuses on developing students' enterprise skills and preparing them for diverse career paths. He has been instrumental in creating programs like the Employability Boost Award, designed to enhance students' career readiness through structured skill development. Professor Barrow is actively involved in curriculum development at the University of Aberdeen, particularly in transforming and embedding graduate attributes across programs. His leadership extends to external examiner roles for institutions in Pakistan and reviewing for major academic publishers and journals. His innovative approach to education has positioned him as a leader in educational technology within the medical and biochemical sciences.

Thomas L. Martinمشاهده پروفایل

استاد

• Wearable and Pervasive Computing
• Digital Design
• Interdisciplinary Design
• +۳ مورد دیگر

Thomas L. Martin is a Professor and Bradley Faculty Fellow of Education in the Bradley Department of Electrical and Computer Engineering at Virginia Tech. His work spans wearable/pervasive computing, interdisciplinary design, and educational innovation. He holds a Ph.D. (1999) and M.S. (1994) from Carnegie Mellon University, and a B.S. (1992) from the University of Cincinnati. His research focuses on wearable computing systems, e-textiles, and curricular design. Notable contributions include developing hybrid exoskeletons, e-textile energy systems, and interdisciplinary learning frameworks. He is a leader in engineering education reform, emphasizing threshold concepts and project-based learning. Key Awarde : Bradley Faculty Fellow of Education Teaching/Research Themes : Wearable tech, medical workspace innovation, and adaptive lifelong learning Service : Active in curriculum redesign initiatives and interdisciplinary team processes His over 150 publications span topics from e-textile architectures to healthcare workspace design. Current projects explore the intersection of art/science in engineering education and scalable e-textile manufacturing.

Patrick Meyerمشاهده پروفایل

استاد

• Legal Research
• Online Teaching
• Food Labeling Laws
• +۳ مورد دیگر

Patrick Meyer is a Professor of Law and Director of the Kresge Law Library at the University of Detroit Mercy School of Law . With over 25 years of teaching experience, he specializes in Legal Research , Online Teaching , Food Labeling Laws , and Curricular Issues . He manages the library budget, personnel, and collection development while fostering services for faculty and students. Degree Highlights: J.D., Washburn University School of Law M.L.S., Syracuse University M.S., Kansas State University Research Focus: His scholarship addresses the integration of Legal Research into law school curricula, challenges of Multimedia Multitasking in legal education, and regulatory complexities in Food Labeling Laws . His recent presentations highlight the impact of Artificial Intelligence on legal publishing, librarianship, and library planning. Professional Leadership: He has held leadership roles in the Michigan Association of Law Libraries (MichALL) , Society of Academic Law Library Directors (SALLD) , and Southern California Association of Law Libraries (SCALL) . He contributes to committees like the ABA Self-Study Committee and University of Detroit Mercy Budget Committee .

• Biology Education
• Giftedness Research
• Science Education
• +۶ مورد دیگر

Claas Wegner is a Professor at Bielefeld University, Germany, where he serves as the Lead Professor of the Osthushenrich Center for Giftedness Research (OZHB) at the Faculty of Biology. He also holds positions at the FHM in Bielefeld (teaching Psychology) and at the University of Koblenz (Biology Didactics). His academic journey includes a doctorate in Biology Didactics and Psychology from Bielefeld University (2009), followed by progressive academic appointments leading to his current professorship since 2015. Wegner's educational background includes comprehensive teacher training for secondary schools with a focus on biology, education, and sports (2000-2006), followed by his trainee teacher period (2007-2008). His academic qualifications were solidified with his doctoral degree in Biology Didactics and Psychology from Bielefeld University in 2009. Professor Wegner's research primarily focuses on biology education and giftedness research, with particular emphasis on: Development and validation of diagnostic instruments for identifying scientifically gifted students Implementation of interdisciplinary teaching approaches, especially connecting biology with physical education Use of technology in science education, including 3D modeling, augmented reality, and simulations Gender-specific approaches in STEM education, particularly for girls Health education, with a focus on basic life support and cardiovascular health Design-Based Research methodology in educational contexts His recent publications demonstrate a strong trend toward integrating emerging technologies like AI and AR into science education while maintaining a focus on giftedness identification and interdisciplinary approaches. Wegner's work increasingly explores how digital tools can enhance traditional biology education and make complex concepts more accessible to students of varying abilities. Professor Wegner leads the Osthushenrich Center for Giftedness Research and directs multiple educational projects including Kolumbus-Kids, ELVIS (Erklärvideos inklusionssensibel gestalten), and various initiatives focused on science education and giftedness. His research team works extensively with school laboratories (teutolab-biology, teutolab-medicine, teutolab-sport) to develop innovative teaching approaches and materials. As an educator, Wegner supervises numerous BA and MA theses, leads project modules, and organizes excursions and workshops. His teaching portfolio includes courses on biology didactics, practical teaching studies, and specialized topics in gifted education. He also serves in various administrative capacities including as Deputy member of the BiSEd Conference and member of the Faculty Conference and Quality Improvement Commission.

• Clinical Social Work
• Mental Health Interventions
• Child and Adolescent Psychology
• +۳ مورد دیگر

Kelly Bass serves as Associate Professor and Faculty Chair in the Department of Social Work at the University of South Dakota, directing the Child & Adult Advocacy Studies (CAASt) program. His clinical expertise spans forensic evaluations, crisis intervention, and therapeutic treatment for vulnerable populations across criminal justice, mental health, and welfare systems. His educational background includes: Doctorate in Social Work (DSW), Clinical Social Work, University of Tennessee - Knoxville, 2015 MS, Advanced Generalist Social Work, University of Nebraska at Omaha, 2001 BS, Generalist Social Work, University of Sioux Falls, 1998 Bass focuses on clinical supervision frameworks, interprofessional education, and trauma-informed interventions for at-risk youth and families. His research examines service delivery integration at healthcare-discipline intersections and outcomes improvement for mentally ill populations within institutional systems. Recent publications reveal a strong emphasis on culturally relevant case studies, advocacy curriculum development, and ACEs mitigation through neuroscience-informed practice. His scientific recognition includes the 2023 IPEC Excellence Award Honorable Mention and multiple Belbas-Larson Teaching Award nominations. Current grants like HRSA's COMPASS initiative ($1.2M) address South Dakota's behavioral health workforce shortages through innovative training pipelines, while the NCWWI case-based learning project enhances child maltreatment practitioner competencies. Bass leads the CAASt certificate program and serves as an ASWB Path to Licensure Scholar, developing national curricular guides for licensing regulation. His clinical supervision research informs the COMPASS grant's mentorship framework, creating sustainable pipelines for rural mental health professionals through university-community partnerships.

Matt Koslovskyمشاهده پروفایل

استادیار

• Bayesian modeling
• Variable selection
• Graphical models
• +۱۰ مورد دیگر

Matt Koslovsky is an Assistant Professor of Statistics at Colorado State University. He completed his PhD in Biostatistics at The University of Texas Health Science Center School of Public Health (UTHealth) in 2016 and served as a Post-Doctoral Research Associate at Rice University's Marina Vannucci lab from 2018-2020. Prior to joining CSU in 2020, he worked as a statistical consultant at Johnson Space Center's Biostatistics Lab. PhD, Biostatistics (2016), UTHealth School of Public Health Post-Doctoral Research Associate (2018-2020), Rice University Assistant Professor (2020-Present), Colorado State University His research spans Bayesian methodology and its applications across diverse domains: Theory: Bayesian modeling, variable selection, graphical models, nonparametric Bayes Applications: Cancer prevention, mental health, microbiome analysis, space health, ecological momentary assessment Recent publications demonstrate methodological advancements in: Bayesian variable selection for rare variants Integrated population modeling Compositional data analysis Continuous-time hidden Markov models mHealth data processing Microbiome mediation effects Current advisees include: Hyungjoon Kim (PhD candidate) Brody Erlandson (PhD candidate) Suppapat Korsurat (PhD candidate)

Patricia D. Brackinمشاهده پروفایل

استاد

• Engineering Design Methodology
• Creativity and Innovation in Engineering
• Sustainability Education
• +۳ مورد دیگر

Patricia "Patsy" D. Brackin is Professor of Mechanical Engineering at Rose-Hulman Institute of Technology, where she also serves as Director of the Engineering Design Program. She is the architect of the Home for Environmentally Responsible Engineering (HERE) living-learning community and previously directed the Operation Catapult outreach program for eleven years. Education PhD, Mechanical Engineering, Georgia Institute of Technology, 1997 MS, Mathematical Sciences, University of Memphis, 1988 MS, Nuclear Engineering, University of Tennessee, 1975 BS, Nuclear Engineering, University of Tennessee, 1974 Research Interests Dr. Brackin’s scholarship centers on engineering design methodology and creativity , with particular emphasis on embedding design experiences across all four undergraduate years. She investigates how sustainability and humanitarian engineering mindsets can be cultivated through curricular interventions such as first-year sustainability modules and capstone design courses. Additional work applies Six Sigma principles to manufacturing and medical-device design processes, informed by her industry sabbaticals with Cummins, Inc. and Eli Lilly. Her recent publications reveal a consistent focus on capstone design pedagogy , formative assessment of student teams , and professional identity formation . Collectively, these works advance evidence-based strategies for mentoring multidisciplinary engineering teams and assessing complex design outcomes. Honors & Awards ABET Fellow (2020) ASME Fellow (2016) ASME Dedicated Service Award (2015) ASEE Best Paper Awards (2012, 2010) Kern Family Foundation Fellow (2006–2007) Rose-Hulman Rosie Award (1997, 2001) Advising, Grants & Programs While specific grant amounts are not disclosed, Dr. Brackin has spearheaded several high-impact initiatives. She directs the campus-wide Engineering Design Program, integrating design experiences across multiple disciplines. She founded and continues to lead the HERE program, a living-learning community focused on sustainability and humanitarian engineering. Over an 11-year span, she directed Operation Catapult, a summer outreach program that introduces high-school seniors to engineering. These efforts collectively engage hundreds of students annually and are sustained through institutional and external partnerships. Labs, Teams & Professional Service Dr. Brackin maintains active collaboration with industry partners (Cummins, Eli Lilly) and professional societies, especially ASME and ASEE. Her leadership roles extend to ABET accreditation activities, where her expertise in design assessment informs national standards for engineering education quality.

Sirpa Taniمشاهده پروفایل

استاد

• Geography Education
• Environmental Education
• Cultural Geography
• +۴ مورد دیگر

Sirpa Tani is a Professor at the Department of Educational Sciences, University of Helsinki, with a docentship in the Department of Geosciences and Geography. She is affiliated with the Institute of Sustainability Science (HELSUS), the Institute for Urban Studies (Urbaria), and Humanities and Social Sciences Education (HuSoEd). Tani serves as a supervisor in the Doctoral Program in School, Education, Society and Culture. Her educational background includes a doctoral dissertation from 1995 on the relationship between people and the city in Finnish fictional films. She has established herself as a leading scholar in geography and environmental education with expertise in cultural geography and urban studies. Sirpa Tani's research focuses on multisensory and bodily aspects of place attachment, the importance of public space in young people's everyday lives, and environmental education in urban contexts. She examines how meaningful subject knowledge and human capacities for action can promote youth well-being. Her work bridges geography education, youth research, and environmental studies, with particular interest in subject-based integration and the relationships between youth work, cross-curricular school education, and youth geography. Her recent publications demonstrate a strong focus on educational frameworks, geography curriculum development, and urban youth studies. The articles span topics from curricular analysis of powerful knowledge across countries to multisensory observation of everyday environments and the social dynamics guiding young people's movement in urban spaces. Ragnar Hult Medal (October 25, 2018) Ympäristökasvatuksen Ruusu Award (November 19, 2020) Professor Tani has supervised 5 doctoral students and been involved in numerous research projects, including the current PowerKnow project (2023-2027) funded by the Academy of Finland, which focuses on knowledge building sustainable futures through subject-based, integrated, and everyday knowledge in geography, history, and social studies education. She has also been active in the InterEarth RESET project and the "Nuorten paikkataju ja huolet" (Youth's Spatial Awareness and Concerns) project. Her research group and collaborations span multiple institutions, with strong connections to urban studies, sustainability science, and educational research. Tani's work often involves interdisciplinary teams examining the complex relationships between people, places, and educational practices, particularly focusing on youth experiences in urban environments.

Elizabeth I. Winstonمشاهده پروفایل

استاد

• Intellectual Property Law
• Patent Law
• Trademark Law
• +۱ مورد دیگر

Elizabeth I. Winston is a Professor of Law and Co-Director of the Law and Technology Institute at the Columbus School of Law, The Catholic University of America. Since joining in 2006, she has taught Contracts, Patent Law, and Trademarks and Unfair Competition, earning the Outstanding Professor of First Year Classes award from students in 2007 and 2009. Education: J.D., University of Virginia School of Law S.B., Massachusetts Institute of Technology Research Interests: Professor Winston’s scholarship centers on the intersection of law and technology, with a focus on intellectual property law , patent law , trademark law , and contracts . She explores how legal frameworks adapt to technological innovation, particularly in areas like standard-essential patents, patent pledges, and the challenges posed by the digital and space economies. Her articles reveal a consistent engagement with innovation policy , private ordering , and international trade implications of intellectual property. From analyzing patent boundaries to questioning the patentability of seeds, her work interrogates the balance between incentivizing innovation and ensuring public access. Scientific Awards & Recognition: Outstanding Professor of First Year Classes, Catholic University Columbus School of Law (2007, 2009) Speaking & Outreach: A frequent speaker at premier venues including the Federal Circuit Judicial Conference, DOJ-FTC-USPTO seminars, and university forums nationwide, she translates complex IP issues for diverse audiences. Institute Leadership: As Co-Director of the Law and Technology Institute, she helps shape interdisciplinary research and curricular initiatives that bridge law, policy, and emerging technologies.

• Sociology of Education
• Democratic Education
• Social Justice and Equity
• +۳ مورد دیگر

Stewart Riddle is a Professor in the School of Education at the University of Southern Queensland . His research focuses on the democratisation of schooling systems , increasing access and equity in education , and schooling’s response to critical social issues in complex contemporary times. Research Interests include: Sociology of Education Democratic Education Social Justice and Equity Alternative Schooling Research Methodology English Curriculum and Pedagogy Publications from 2025–2024 examine education policy aporia , relational pedagogy , democratic curriculum design , and critical literacy , with a focus on Australia and Thailand. Key keywords span Education Policy , Relational Teaching , Youth Identity , and Curricular Justice . Teaching : Courses include EDX3270 English Curriculum and Pedagogy in Upper Primary , EDS2210 Junior Secondary English Curriculum and Pedagogy , and EDS4110 Senior Secondary English Curriculum and Pedagogy . He supervises doctoral research on topics like teacher autonomy , student engagement , and alternative education frameworks . Affiliations : Member of the Australian Association for Research in Education and English Teachers' Association of Queensland ; affiliated with the Centre for Heritage and Culture at UniSQ.

Connie Svaboمشاهده پروفایل

استاد

• STEM Education
• Science Communication
• Learning Environments
• +۱۵ مورد دیگر

Connie Svabo is a Professor at the University of Southern Denmark (SDU), affiliated with the Department of Mathematics and Computer Science within the Faculty of Science and Engineering. She serves as Head of the Section for Learning, Experience and Design (LxD), leads the Research Center for Science Education and Communication (FNUG), and is a key figure in the SDU Climate Cluster and CUHRE Elite Center. Her interdisciplinary work bridges STEM education, design, and science communication. PhD in relevant field MSc in relevant field Her research focuses on learning environments, hybrid knowledge architectures, and creative pragmatics in education. She integrates pedagogy, technology, and design to develop innovative STEM teaching strategies. Her work emphasizes interdisciplinary collaboration, professional development, and sustainability in education. The most recent publications reflect a strong trend toward creative pragmatics, interdisciplinary STEM education, and the development of learning environments that address complex, real-world challenges. Her work spans formal and informal education, with applications in schools, museums, and community projects. SCC Fast track - uddelingsrunde november 2024 Statens Kunstfond: arbejdslegat (2006) Connie Svabo supervises five PhD students through the Science and Mathematics Education and Communication (SMEC) program and has led major funded projects such as LabSTEM+ (Novo Nordisk Foundation), LAVIN (NAFA/CESE), MATKULT (EU/Interreg), and RASL (Erasmus+). She played a foundational role in establishing the Center for Primary School Research and the LSUL partnership between SDU, UCL, and UC SYD. Her external engagements include serving on the Industrial Research Committee for Social Sciences and Humanities at Innovation Fund Denmark, the advisory board of FabLab Spinderihallen, and the scientific committee of UNESCO Global Geopark Det Sydfynske Øhav. She leads the FNUG research center, where interdisciplinary teams develop innovative science education approaches. She is also involved in CUHRE and collaborates extensively with museums and cultural institutions such as Experimentarium, Viking Ship Museum, and Stevns Klint UNESCO World Heritage Site.

Elizabeth Leisy Stosichمشاهده پروفایل

دانشیار

• Education policy
• School leadership
• District leadership
• +۵ مورد دیگر

Elizabeth Leisy Stosich serves as Associate Professor and Associate Chair of the Division of Educational Leadership, Administration, and Policy at Fordham University's Graduate School of Education. Since joining the faculty in 2017, her research examines collaborative leadership practices that strengthen educational equity and student learning opportunities across district, school, and teacher levels, with particular focus on high-poverty urban contexts and ambitious academic standards implementation. Her educational background includes advanced degrees from Harvard University: Ed.D. in Education Policy, Leadership, and Instructional Practice Ed.M. in Education Policy and Management M.A. in Teaching and Multiple Subjects (University of San Francisco) B.A. in Spanish and Portuguese (UC Berkeley) Stosich's research centers on education policy, school/district leadership, teacher professional development, and research-practice partnerships. She investigates how leaders create coherence among complex policies like Common Core standards and accountability systems, emphasizing collaborative structures that enable educators to improve instructional practices. Her work consistently addresses equity challenges in resource-constrained urban schools through frameworks like the Internal Coherence Framework. Analysis of her 15 most recent publications reveals persistent themes: leadership practices that bridge policy expectations with classroom realities, the critical role of social networks in policy implementation, and strategies for building sustainable improvement capacity. Her scholarship demonstrates methodological diversity including social network analysis, design-based implementation research, and qualitative case studies, predominantly focused on urban educational settings where equity considerations drive leadership decisions. Her significant scholarly recognition includes: 2022 AERA Division A Emerging Scholar Award 2016 AERA Leadership for School Improvement SIG Dissertation of the Year Award Stosich teaches courses including Community of Inquiry, Implementation Research, Leading Instructional Improvement, and Urban Education. Prior to Fordham, she served as a research fellow at Stanford's Center for Opportunity Policy in Education and taught elementary school in Oakland. Her co-authored book "The Internal Coherence Framework" is widely adopted in leadership programs, reflecting her commitment to bridging research and practice through ongoing partnerships with school districts. Her current work extends through research-practice partnerships where she collaborates with districts to implement leadership frameworks that foster organizational coherence, strengthen instructional systems, and develop sustainable capacity for continuous improvement in diverse educational settings.

Floor Velthuisمشاهده پروفایل

پژوهشگر

• Medical Education
• Organizational Change
• Curriculum Development
• +۳ مورد دیگر

Dr. Floor Velthuis is a Study Advisor for the Graduate School of Medical Sciences (GSMS) master programs at the University of Groningen, affiliated with the Faculty of Medical Sciences. She also works at SCOPE, the University Medical Center Groningen (UMCG)'s center of expertise for personal and professional development education. Her work emphasizes experiential learning, focusing on topics like professional identity development, values, and work-life balance. Velthuis holds a PhD in educational and organizational change, with research centered on complexities in undergraduate medical curriculum change processes. Research Interests : Her research explores organizational change dynamics, particularly in medical education, addressing challenges faced by change leaders in curricular reforms. Key topics include governance, situational awareness, and institutional contexts affecting international curriculum development projects. She employs qualitative methods, such as Membership Categorization Analysis and rich picture techniques, to study leadership and stakeholder interactions. Education & Teaching : Velthuis develops and delivers educational programs at SCOPE, emphasizing experiential and interactive learning strategies. These programs address themes like professional identity formation, values, and socialization in medical education. Grants & Activities : She actively participates in academic conferences (e.g., AMEE, LEARN symposiums) and collaborates internationally on curriculum change initiatives. Her work contributes to the United Nations' Sustainable Development Goals, particularly in advancing quality education (SDG 4). Labs/Teams : Affiliated with SCOPE and the Education Institute at UMCG, she collaborates with interdisciplinary teams to advance medical education and organizational change research.