Prof. Dr. Matthias Wilde is affiliated with Bielefeld University's Faculty of Biology and serves as a Director in BiSEd (Bielefeld School of Education). His research focuses on Biology Education , Science Didactics , and Student Motivation , particularly in experimental learning environments and digital scaffolding. Key projects include DiLernProfis (digital diagnostic tools for adaptive teaching) and LFB-Labs-digital (teacher training in digital science labs). His work explores how autonomy-supportive teaching , role play , and gamification influence student engagement. Recent publications analyze basic need satisfaction , circadian preferences , and dissection-related disgust in educational settings. Current initiatives emphasize inclusive teaching , flow experiences , and digital differentiation in biology education. Prof. Wilde leads courses on didactic modules , master's theses in education , and practical semester preparation . He is based in office UHG W3-133 and available at matthias.wilde@uni-bielefeld.de . Collaborations span faculties including Health Sciences, Psychology, and the Central Academic Institutes .
Norine Blanch, Ph.D., is an Associate Lecturer and Academic Program Coordinator at the University of Central Florida (UCF), affiliated with the College of Community Innovation and Education's School of Teacher Education. She specializes in preparing preservice teachers to teach writing in diverse elementary classrooms and supports interns in school placements. Bachelor's in Physical & Health Education (1993), University of Toronto Bachelor's in Primary/Junior Education (1995), University of Toronto Master of Education in Teaching & Learning (2001), Brock University Ph.D. in Elementary Education (2016), University of Central Florida Dr. Blanch's research focuses on elementary preservice teacher efficacy in writing instruction, particularly in Title 1 school settings. Her dissertation, "Examining Elementary Preservice Teacher Efficacy to Teach Writing in a Title 1 School: A Mixed Method Study of a School-based Teacher Education Course Intervention," highlights her commitment to school-based interventions. She prioritizes building partnerships with school districts to create authentic educational experiences and welcomes collaborations in elementary education research at the regional, national, or international level.
L. Trenton Marsh is an Assistant Professor of Urban Education at the University of Central Florida , affiliated with the College of Community Innovation and Education and the Department of Learning Sciences and Educational Research. He previously held postdoctoral positions at the University of Michigan and research roles at NYU Steinhardt. PhD in Urban Education from New York University Former Postdoctoral Research Fellow at University of Michigan Ex-Associate Research Scientist at NYU Steinhardt’s Metro Center Former Managing Business Consultant at IBM Corporation His research focuses on urban education systems, particularly critiquing 'no-excuses' charter schools through qualitative methods. Key areas include: Student success conceptualization Teacher-student interaction dynamics Equity-centered educational practices School choice policy analysis Racialized disciplinary systems Youth-led participatory research Recent publications explore urban resilience frameworks , youth voice in educational policy, and trauma-informed teaching practices. Earlier work analyzed systemic labeling practices and their role in the school-to-prison pipeline. Scientific recognition includes: 2015 Mitchell Leaska Dissertation Research Award 2016 Phi Delta Kappa Doctoral Dissertation Award Marsh has developed curricular interventions through founding CommitMEN , a think-tank supporting Black male students' transition to higher education. His work bridges community engagement and institutional critique.
Elsie Olan, Ph.D., is an Associate Professor in the School of Teacher Education at the University of Central Florida (UCF), within the College of Community Innovation and Education. Her office is located in ED 223N, and she can be reached at elsie.olan@ucf.edu or 407-823-5179. Dr. Olan holds a Ph.D. in Curriculum and Instruction with a focus on Language, Culture, and Society from The Pennsylvania State University. Her research expertise centers on secondary teacher education, English Language Arts, and literacy education. Key interests include the intersection of literature and mental health representation, culturally responsive pedagogy, and transformative leadership in teacher training. She actively investigates how young adult literature can disrupt stigma around mental illness and promote critical dialogue in educational settings. Notable contributions include the 2017 English Leadership Quarterly Best Article Award. Her work emphasizes pedagogical innovations like literacy quadrants, found poetry, and critical friendship methodologies to foster reflective teaching practices. Recent research trends focus on equity education, narrative analysis of trauma (e.g., PTSD portrayals), and reimagining leadership frameworks in teacher preparation programs. Dr. Olan’s scholarship bridges theory and practice, addressing contemporary challenges in literacy education through interdisciplinary approaches. Her publications span over two decades, consistently advocating for inclusive, dialogic teaching strategies that empower both educators and learners.
Mary Kay Pflum is a Professor in the Department of Chemistry at Wayne State University's College of Liberal Arts and Sciences. Holding the A. Paul and Carol C. Schaap Endowed Chair in Chemistry, she leads a research program at the Chemistry-Biology interface focusing on kinase and histone deacetylase (HDAC) enzymes in cancer biology. Education: B.A., Carleton College (1992) Ph.D., Yale University (1999) NIH Postdoctoral Fellow, Harvard University (1999-2001) Her research integrates organic synthesis, biochemistry, and cell biology to develop chemical tools for studying protein post-translational modifications. Key projects include: ATP analog-based kinase substrate labeling HDAC substrate trapping mutants Selective HDAC inhibitor development Recent publications highlight her work in HDAC6 substrate discovery (e.g., PRMT5 deacetylation), EGFR-HDAC1 signaling, and innovations in kinase substrate identification methods like K-BIPS and K-CLIP. Awards include the Charles H. Gershenson Distinguished Faculty Fellowship (2019) and multiple NIH grants (R01GM079529, R35GM131821). Scientific Awards & Grants: American Chemical Society Pre-doctoral Fellowship (1996) NIH Postdoctoral Fellowship (1999) Research Corporation Innovation Award (2002) NIH R01 Grants (2001-present) Charles H. Gershenson Distinguished Faculty Fellowship (2019)
Dr. J. Michael Wyss is a Professor and Director of the Center for Community Outreach Development (CORD) at the University of Alabama at Birmingham (UAB). With a career spanning since 1979, his work focuses on learning and memory, blood pressure control, polyphenols, and inquiry-based education. He holds a Ph.D. in Neurobiology from Washington University in St. Louis and completed postdoctoral studies there before joining UAB. B.S., Concordia University (1970) M.Div., Lutheran School of Theology Ph.D., Washington University in St. Louis (1976) His research explores the neurocellular mechanisms of arterial pressure regulation, midline brain structures in learning and memory, and polyphenols' impact on health. His teaching emphasizes K-14 science education. The 15 most recent publications span topics like plant-based STEM education, AI-driven agricultural research, taurine's cardiovascular effects, and early-life programming of hypertension. Awards and grants include NIH grants NSF grants Department of Education funding He mentors students through initiatives like BioBridge and PlantGIFT. Outside academia, he enjoys swimming, soccer, and photography.
Ellen McIntyre serves as Dean of the College of Education, Health, and Human Sciences at the University of Tennessee, Knoxville, a position she has held since January 2020. Previously, she was Dean of the Cato College of Education at UNC Charlotte for seven years, with earlier roles as interim associate dean and department chair at North Carolina State University, and professor at the University of Louisville. Her career began as a classroom teacher in Newport, Kentucky, and research assistant at SRI International. Her academic credentials include: EdD in Language and Literacy Education from the University of Cincinnati (1990) MA in Reading Education from Northern Kentucky University (1985) BA in Elementary Education from Northern Kentucky University (1983) McIntyre's research centers on literacy education for historically marginalized students, with pioneering work in culturally responsive reading instruction and teacher preparation reform. She examines how socioeconomic status, race, and cultural backgrounds intersect with reading development, developing evidence-based interventions for elementary classrooms. Her scholarship consistently bridges theory and practice, emphasizing teacher agency in creating equitable learning environments while addressing systemic barriers in literacy education. Analysis of her recent publications reveals three dominant trajectories: (1) Culturally responsive literacy frameworks addressing passive racism and funds of knowledge in Appalachian and urban contexts; (2) STEM-integrated teacher preparation models focusing on engineering design and mathematics-science integration; (3) Targeted reading interventions for ELL students and low-income Black/Hispanic populations through summer programs and sheltered instruction. These strands converge in her advocacy for teacher development that centers student identity and community assets. As an academic leader, McIntyre has shaped educator preparation standards through CAEP committee work and directed multi-institutional initiatives like PROJECT ATOMS for mathematics/science teachers. Her administrative career demonstrates sustained commitment to translating research into policy, though specific grant details remain undocumented in available sources.
Stephen Kroeger , an Associate Professor at the University of Cincinnati School of Education , specializes in Special Education. His research focuses on culturally sustaining pedagogy, inclusive education, and effective instructional strategies for students at risk. PhD in Education (2004) and MEd in Special Education (1993) from University of Cincinnati Additional Masters in Theology and Divinity from Jesuit School of Theology Dr. Kroeger's research spans classroom behavior management, co-teaching models, and equity-oriented teacher preparation. His recent work explores mobile device use in urban classrooms and flipped instruction pedagogy. Over 15 years, he secured federal and state grants exceeding $1.5 million, including OSEP-funded projects. Scientific honors include: Golden Apple Award (2018, 2011, 2009) Outstanding Doctoral Student (2003-2004) Excellence in Teaching Award (2002-2003) He actively contributes to international and national conferences, emphasizing photovoice, action research, and special education reform.
Jill May Swavely serves as a Teaching Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development. She coordinates the university's ESL certificate program, preparing educators to design instruction, assessments, and curricula for K-12 English learners through specialized coursework and practical application. Her research centers on teacher preparation methodologies for multilingual literacy development, with emphasis on second language writing competencies across K-12 and higher education contexts. She investigates language comprehension processes, literacy pedagogy, and culturally responsive assessment strategies to address diverse learners' needs in urban educational settings. Professor Swavely co-PI'd a $2.7 million Department of Education National Professional Development Grant titled 'Transforming School L.I.F.E. (Leadership, Instruction and Family Engagement) for English learners,' delivering five years of comprehensive support to the School District of Philadelphia through teacher training, leadership development, and community engagement initiatives.
Dr Ahmad Nazari is a Senior Lecturer and Course Leader for Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics at the Guildhall School of Business and Law, London Metropolitan University. He specializes in English language teaching methodologies and the intercultural dimensions of education. His work emphasizes the importance of cultural curiosity and cross-cultural understanding in TESOL, shaping how students perceive both their own and others' cultural contexts. In 2014, Dr Nazari was featured in Hot Courses Abroad magazine, discussing the growing demand for TESOL professionals globally. Graduates of his programs have secured teaching roles in countries like Switzerland, Poland, and Finland, alongside careers in publishing, translation, and interpretation. He highlights the international flavor of student outcomes, driven by the diverse backgrounds of students and staff on the TESOL program. His research and teaching focus on preparing educators to navigate globalized educational landscapes, integrating cultural awareness into language instruction. The program’s emphasis on applied linguistics further strengthens its relevance to contemporary language education challenges.
Kevin Oh serves as Professor and Department Chair at the University of San Francisco, where he maintains a full-time faculty position focused on innovative educational practices. His work bridges special education, teacher training, and emerging technologies to create inclusive learning environments that address diverse student needs through evidence-based methodologies. Dr. Oh earned his PhD in Special Education from the University of Virginia, Charlottesville, establishing the foundation for his research in disability-inclusive pedagogy and teacher preparation. His academic journey reflects a commitment to advancing educational equity through technological innovation and cross-cultural collaboration. His research program centers on collaborative teaching frameworks, assistive technology integration, and virtual reality applications in teacher training. Notably, he pioneers the use of three-dimensional immersive environments like Second Life to develop culturally responsive teaching practices and global classroom experiences, with particular emphasis on special education contexts and co-teaching models. Analysis of his publication trajectory reveals a sustained focus on virtual worlds in education since 2007, evolving from foundational technology adoption studies to sophisticated investigations of synchronous discussion facilitation and international collaboration. His work consistently addresses the intersection of teacher preparation, special education needs, and digital innovation. Dr. Oh's scientific recognition includes: Fulbright Specialist Project Award (2020) for Internationalization, Culturally Responsive, and Digitalization initiatives at the University of Applied Sciences Northwestern Switzerland USF Faculty Team Innovation Award (2013) for Creating a global classroom using virtual environments While specific details about his graduate student advising and research grants were not provided in available materials, his leadership as Department Chair and extensive publication record suggest active mentorship within his academic unit. His work with international institutions through the Fulbright program indicates significant collaborative research networks. No dedicated laboratories or specialized research teams were mentioned in the source materials, though his virtual environment research implies collaboration with educational technology specialists and international partner institutions.
Elizabeth Vlossak is an Associate Professor in the Department of History at Brock University's Faculty of Humanities, where she also serves as Associate Dean, Research & Graduate Studies (2022-2025). She joined Brock in 2006 and has held various leadership roles including Graduate Program Director for History (2015-2018) and Interim Director of the Marilyn I. Walker School of Fine and Performing Arts (2018-2019). Education: BA Hons from Mount Allison University MSt from University of Oxford PhD from University of Cambridge Dr. Vlossak's research focuses on the cultural history of war, women's and gender history, border studies, nations and nationalism, critical heritage studies, and memory and the politics of commemoration. Her work often examines European border regions, particularly Alsace and Moselle, exploring how historical events shape national identities and collective memory. She incorporates innovative teaching techniques including experiential learning opportunities with local community partners. Her recent publications reveal a consistent focus on forced conscription during WWII, particularly examining Alsatian, Belgian and Luxembourger experiences in the German military. Her scholarship blends military history with memory studies, gender analysis, and transnational approaches, demonstrating how local experiences challenge national narratives of war and occupation. She is currently preparing a manuscript for a book entitled 'Hitler's Reluctant Soldiers: Forced conscripts in history and memory'. Scientific Awards: 2021 Faculty of Humanities Award for Excellence in Teaching Dr. Vlossak has supervised numerous MA students on diverse topics ranging from the Nicaraguan Revolution to Holocaust commemoration in Southern Ontario. She is passionate about connecting academic research with community engagement, presenting her work to historical societies and libraries in Niagara. She has received support for her research through various academic channels, enabling international conference presentations and collaborative projects. She is a co-director of the Sport Oral History Archive (SOHA), an online, open-access archive preserving sporting legacies through oral history interviews, and a founding member and associate fellow of The History Lab, a scholarly community engagement partnership that builds collaboration between scholars and grassroots organizations in the Niagara region.
Stacie Christensen is an Assistant Professor in the Physical Therapy program at the University of Nebraska Medical Center's College of Allied Health Professions. She is a board-certified clinical specialist in neurologic physical therapy with extensive experience in stroke rehabilitation, acute care, and clinical education. Her work with the Nebraska Stroke Advisory Council and the American Heart Association focuses on improving stroke care systems. Education includes a DPT from UNMC (2008), BS from Chadron State College (2003), Neurologic Clinical Specialist certification (2020), and Neuro-IFRAH certification (2012). She is a credentialed clinical instructor through the American Physical Therapy Association. Research interests center on optimizing post-acute stroke management, e-learning applications in physical therapy curricula, and innovative clinical training methodologies. Publications emphasize practical healthcare tools for stroke rehabilitation and educational strategies for clinical environments. No major scientific awards are listed in the provided text. Advising includes mentorship of PT/PTA students and leadership in clinical training programs. She previously served as a lead therapist in Nebraska hospitals. She collaborates with the Nebraska Stroke Advisory Council and the American Heart Association Mission: Lifeline Stroke initiative.
Dr. Melissa Boston is a Professor of Mathematics Education at Duquesne University's School of Education. She teaches mathematics methods courses for K-12 teachers and conducts national professional development programs. Her research examines mathematics teaching through classroom observations and student work analysis using the Instructional Quality Assessment toolkit. Her research interests focus on improving mathematics teaching practices, instructional quality assessment, and equitable mathematics instruction. She investigates how to support teachers in implementing cognitively demanding tasks and promoting student reasoning. Dr. Boston's publications demonstrate a consistent focus on improving mathematics instruction through practical frameworks and assessment tools. Her work emphasizes equitable teaching practices and teacher professional development. Association of Teacher Educators' Distinguished Dissertation Award (2008) National Council of Teachers of Mathematics Board of Directors (2020-2023) She has directed numerous grant-funded projects from organizations including the National Science Foundation, Spencer Foundation, and Heinz Foundation. These projects focus on enhancing teacher preparation and school leadership in mathematics education.
Dr. Paul F. Doerksen is a Professor of Music Education at the Mary Pappert School of Music, Duquesne University. He previously taught at the University of Oregon and Ball State University, and held public school teaching roles in Washington and Oregon. His expertise spans instrumental music education, K-12 curriculum design, and assessment practices in music education. Education: Ph.D., Music Education, The Ohio State University Diploma of the Faculty of Fine Arts in Music (Symphonic Band & Wind Ensemble specialization), University of Calgary M.M., Instrumental Conducting, Northwestern University B.M.E., Music Education, Western Washington University Research Interests: Dr. Doerksen focuses on music teacher education, curriculum development, and assessment policy. He examines how student assessment impacts teacher evaluations, professional dispositions in educators, and the implementation of music curricula across PK-12 schools. His work bridges theory and practice through collaborative studies with educators nationwide. Publications Overview: His research emphasizes assessment practices and teacher evaluation, with recent work published by Oxford University Press and GIA Publications. Key themes include student growth measures in teacher evaluations and validation processes for measuring professional dispositions in educators. Service & Leadership: Former member of Pittsburgh Youth Chorus' Teacher Advisory Committee Current President of the Board of Directors for Three Rivers Young Peoples Orchestras Dr. Doerksen actively contributes to professional organizations like the College Music Society and National Association for Music Education, balancing academic leadership with community engagement in music education.
