جست‌وجوی استاد و پژوهشگر

Michelle Grunstedمشاهده پروفایل

دانشیار

• Generational differences in the workplace
• Deepfakes and legal evidence
• Federal/state/tribal court jurisdictional issues
• +۸ مورد دیگر

Michelle Grunsted is an Associate Professor of Legal Studies at the University of Oklahoma's Price College of Business, where she teaches courses such as Legal Environment of Business, Real Property, Employment Law, and International Business Law at both undergraduate and graduate levels. She has also held leadership roles, including Executive Director of the Center for Student Success and Director of the First Fidelity Integrated Business Core (IBC) program, and currently serves as Director of the Pre-Law Scholars Program at OU’s Honors College and Pre-Law faculty advisor for Pre-Law@Price. Education: JD from University of Oklahoma, LL.M from University of Tulsa Her research centers on generational differences in the workplace , deepfakes and their impact on court evidence , and federal/state/tribal jurisdictional issues , particularly regarding full faith and credit. She extends her expertise through consulting for Native American tribes, focusing on land development, grant implementation, and tribal court regulatory frameworks. Professor Grunsted’s scholarly work has appeared in the Michigan Law Review Journal of Gender and Law, Oklahoma Law Review, Tulsa Law Review, and the National Sovereignty Symposium. She has delivered presentations at NASA’s Diversity Council, the National Sovereignty Symposium, and Oklahoma’s Scholars Day.

Federico Battistonمشاهده پروفایل

دانشیار

• Network Science
• Complex Systems
• Computational Social Science
• +۸ مورد دیگر

Federico Battiston is an Associate Professor of Network Science and Director of the PhD Program in Network Science at Central European University (CEU), the first such program in Europe. He holds a PhD in Applied Mathematics from Queen Mary University of London and degrees in statistical physics from Sapienza University of Rome. His research focuses on network science, complex systems, and computational social science, with contributions in leading journals like Nature Physics , Physical Review Letters , and Science Advances . He coordinates the software project Hypergraphx and was Chair of NetSci2023, the largest Network Science conference. He has received awards including the Complex Systems Society's Junior Award (2022) and the European Physical Society's Early Career Prize (2021). Education: PhD in Applied Mathematics, Queen Mary University of London MSc in Theoretical Physics, Sapienza University of Rome BSc in Physics, Sapienza University of Rome Research Interests: Battiston explores generalized network structures (e.g., multilayer and higher-order networks), dynamics on networks (epidemics, social/cultural dynamics, synchronization), and their applications in social systems, neuroscience, and ecology. He emphasizes how network topology influences collective behavior and emergent phenomena. Key Contributions: His work includes hypergraph modeling, collaboration in escape rooms, and the role of higher-order interactions in brain networks. He co-authored the book Higher-order systems and guest-edited a Focus Collection on higher-order networks in Communications Physics . Awards & Roles: Junior Award of the Complex Systems Society (2022) Early Career Prize, European Physical Society (2021) Elected Member, Complex Systems Society Council Editor, Communications Physics Advising & Grants: Advised PhD students such as Milan Janosov, Luis Natera, and Rebeka Szabo. Two students received CEU Advanced Awards. His projects include Mapping the Higher-Order Dynamics of Neurodegeneration and DYNASNET . Labs/Teams: Leads the Hypergraphx team and collaborates on interdisciplinary projects in network science, including ecological networks and urban mobility analysis.

• Higher Education
• Social Stratification
• Culture
• +۴ مورد دیگر

Blake R. Silver is an Associate Professor at George Mason University's Department of Sociology and Anthropology. He also serves as Director of Educational Pathways & Faculty Development in the Honors College and Director of the Education & Health Research Hub within the Center for Social Science Research. PhD in Sociology, University of Virginia MA in Sociology, University of Virginia MA in Higher Education, George Washington University BA in English, George Mason University Dr. Silver's research explores culture, social stratification, and higher education, focusing on how institutions perpetuate or challenge inequality. Key projects include analyzing college students' educational pathways, senior-year transitions for second-generation immigrant students, and the role of campus art and architecture in shaping inclusion. His work has been supported by grants from the American Sociological Association, Jefferson Scholars Foundation, and NASPA Foundation. His articles emphasize educational equity, identity formation among marginalized groups, and structural barriers in higher education. Trends in his publications highlight intersections of socioeconomic status, immigration status, and gender in determining student outcomes. Scientific Awards: Jefferson Fellow Dr. Silver has advised doctoral students including LeNaya Hezel, Sara Montiel, and Chris Fiorello. His leadership roles span the Honors College and Center for Social Science Research. He also co-edited Supporting College Students of Immigrant Origin (2024) and authored The Cost of Inclusion (2020).

Lindsay C. Pageمشاهده پروفایل

دانشیار

• Education Policy
• Quantitative Methods
• Educational Effectiveness
• +۴ مورد دیگر

Lindsay C. Page is the Annenberg Associate Professor of Education Policy at Brown University and a faculty research fellow at the National Bureau of Economic Research (NBER). Her research focuses on applying quantitative methods to evaluate educational policies and programs, spanning from preschool through postsecondary education. She is particularly dedicated to understanding strategies that improve college transition and success for first-generation students. Dr. Page holds a PhD in quantitative policy analysis and master's degrees in statistics and education policy from Harvard University, complemented by a bachelor’s degree from Dartmouth College. Her educational background includes: Doctorate in Quantitative Policy Analysis (Harvard University) Master's in Statistics (Harvard University) Master's in Education Policy (Harvard University) Bachelor’s Degree (Dartmouth College) Research interests emphasize causal inference, large-scale experimental studies, and policy interventions targeting systemic barriers in higher education access and completion. She explores questions such as how financial aid, mentoring, and outreach programs affect enrollment and retention rates for underrepresented groups. Lindsay’s affiliation with the Annenberg Institute at Brown highlights her commitment to bridging research and practice in education. While no specific grants or advising cases are detailed in the text, her work consistently addresses policy challenges faced by first-generation college students. She is a member of the Brown University Affiliates Faculty Leadership and can be reached via Twitter .

Mona Tokarek LaFosseمشاهده پروفایل

استادیار

• New Testament Studies
• Early Christian History
• Cultural Anthropology
• +۳ مورد دیگر

Dr. Mona Tokarek LaFosse serves as Assistant Professor of New Testament and Sacred Literature Studies (Teaching Stream) at the University of Toronto's Faculty of Divinity through a joint appointment at Emmanuel College and Victoria College. She teaches across undergraduate, basic-degree, and graduate programs at Victoria University, specializing in New Testament studies and early Christian history through interdisciplinary lenses. Her educational background includes a PhD from the University of Toronto's Department for the Study of Religion (2011), MA in Religion and Culture from Wilfrid Laurier University (2001), Honors BA in Anthropology from the University of Waterloo (1998), and Biblical Studies certificate from Columbia Bible College (1994). She previously taught at Martin Luther University College, Wilfrid Laurier University, Huron University College, and the University of Toronto. Dr. LaFosse approaches New Testament scholarship through cultural anthropology, storytelling theory, and age studies. Her research examines early Christian communities through the lens of age structure, intergenerational dynamics, and oral storytelling practices. She explores how life course stages shaped social relationships in the ancient Mediterranean, particularly focusing on 1 Timothy's treatment of age hierarchies. Her innovative teaching methodology emphasizes 'embodied story'—integrating performance and physical engagement with texts influenced by Indigenous storytelling traditions. Her recent publications reveal a strong focus on aging in early Christianity, with 2024 articles examining age demographics and comparative gerontology. She also maintains active scholarship in oral tradition studies, particularly regarding the Gospel of Mark and Shepherd of Hermas, while contributing to academic discourse through society leadership and book reviews. Dr. LaFosse holds significant leadership roles including current service on the Canadian Society for Patristic Studies Nominating Committee (2025–26) and co-chairing the Society of Biblical Literature's Social-Scientific Criticism of the New Testament section (2025–27). She actively participates in the Canadian Society of Biblical Studies, Society of Biblical Literature, and KW Biblical Colloquium. Her distinctive teaching portfolio includes innovative courses like 'Zombies, the Bible and the End of the World' and 'Gospel of Mark as Embodied Story,' reflecting her commitment to interdisciplinary engagement with biblical texts through contemporary cultural frameworks and physical performance.

• Dark Matter
• Particle Astrophysics
• Cosmology
• +۲ مورد دیگر

Pearl Sandick is a Professor in the Department of Physics and Astronomy and Interim Dean in the College of Science at the University of Utah. She has previously served as Associate Chair of the Department of Physics and Astronomy and Associate Dean for Faculty and Research in the College of Science. Her academic journey at the University of Utah began in 2011 as an Assistant Professor, progressing to Associate Professor in 2017, and achieving the rank of Professor in 2022. Her educational background includes: BA in Mathematics from New York University (2003) PhD in Physics from the University of Minnesota (2008) Sandick is a theoretical particle physicist whose research focuses on physics beyond the Standard Model, with particular emphasis on dark matter. Her work spans theoretical modeling, connections to astrophysical observations, and implications for experimental detection. She investigates various dark matter candidates and their potential signatures in current and future experiments, including collider searches, direct detection experiments, and indirect detection through astrophysical observations. Her research also extends to connections between particle physics and cosmology, including early universe phenomena and implications for cosmic structure formation. She has developed computational tools like MADHAT for dark matter analysis and has made significant contributions to understanding how stellar evolution can constrain axion physics. Her scholarly contributions have been recognized with several prestigious awards: University of Utah Early Career Teaching Award (2016) University of Utah Distinguished Mentor Award Linda K. Amos Award for Distinguished Service to Women University of Utah Presidential Scholar Sandick has been actively involved in mentoring graduate students, as evidenced by her teaching of PhD thesis research and Master's research courses. She has secured significant research funding from the National Science Foundation and other agencies to support her work on dark matter, dark energy, and new physics. Her grant portfolio includes projects on theoretical particle physics, connections to astrophysical observations, and studies on graduate education reform following a departmental tragedy. She is an active member of the American Physical Society, having served as Chair of the regional Four Corners Section in 2021-2022, demonstrating her commitment to the broader physics community and leadership in her field.

Jackie Clarkمشاهده پروفایل

دانشیار

• Higher Education Administration
• Small College Environments
• First-Generation Student Success
• +۳ مورد دیگر

Jackie Clark, Ph.D., M.A.Ed., is an Associate Professor in the College of Education and Counseling at Saint Martin’s University. She serves as Director of the Ph.D. in Leadership Studies and the M.Ed. in Higher Education and Student Affairs programs. Her professional background spans multiple states and institutions, with a focus on liberal arts education, small college environments, and equity in higher education. Dr. Clark is a first-generation student herself, informing her commitment to student challenges and accessibility. Education: Ph.D., College Student Affairs Administration, University of Georgia, 2017 M.A.Ed., Student Personnel Services, Virginia Tech, 1995 B.A., Art History, Randolph-Macon Woman’s College, 1993 Research Interests: Dr. Clark’s work centers on professional practice in higher education, small college administration, the history of higher education, university leadership roles, and assessment methodologies. She emphasizes practical applications of research to improve institutional strategies and student outcomes. Publications: Her recent work includes co-authored books and articles on academic program design, student affairs assessment, and small college leadership. She has contributed peer-reviewed analyses of historical and contemporary issues in higher education administration. Professional Affiliations: ACPA - College Student Educators International American Historical Association NASPA - Student Affairs Administrators in Higher Education Education Law Association Labs/Teams: While no specific lab is mentioned, her roles in program design and leadership suggest active involvement in institutional teams focused on curricular development and strategic planning.

Avery Olsonمشاهده پروفایل

دانشیار

• Higher Education
• Student Development in Higher Education
• Social Justice in Education
• +۱۳ مورد دیگر

Avery Olson is an Associate Professor in the Department of Educational Leadership within the College of Education at California State University, Long Beach (CSULB). She serves as Program Coordinator for the Student Development in Higher Education program and is actively involved in teaching, research, and academic leadership. Her office is located in AS 225, and she can be reached at avery.olson@csulb.edu or by phone at 562.985.2537. Education: Ph.D., Education – Higher Education and Organizational Change, University of California, Los Angeles M.A., Education – Higher Education and Organizational Change, University of California, Los Angeles M.S., Counseling – Student Development in Higher Education, California State University, Long Beach Avery Olson’s research is deeply rooted in social justice, equity, and inclusion in higher education. Her work explores the experiences of marginalized populations, particularly first-generation college and graduate students, student parents, and welfare-to-work community college students. She investigates how poverty, race, gender, and class intersect to shape student development, academic identity, and epistemological growth. Her scholarship emphasizes critical qualitative methodologies and frameworks such as the phenomenological variant of ecological systems theory and community cultural wealth, aiming to inform more equitable advising, counseling, and institutional practices. Her recent publications (2011–2024) reveal a sustained commitment to understanding student belonging, advising effectiveness, and identity development, especially among systematically excluded groups. The articles span journals like the Journal of First-Generation Student Success , Review of Higher Education , and Journal of College Student Development , as well as influential edited volumes. Collectively, they highlight themes of resilience, structural inequality, and the transformative potential of culturally responsive, trauma-informed support systems in higher education. Scientific Awards: No awards listed in the provided text. Avery Olson is actively engaged in mentoring and scholarly collaboration, frequently co-authoring with researchers such as Jennifer E. Pizzolato, Laura Sterk, and Mario P. Johnston-Guerrero. While formal advisees are not listed, her role as Program Coordinator and faculty member suggests significant involvement in student development and academic guidance. She has contributed to major research projects focused on CalWORKs students, academic motivation, and advising practices, though specific grant funding is not detailed in the text. Labs, Teams, and Research Groups: No formal lab or research center is mentioned in the text. She is affiliated with research networks focused on student affairs, advising (NACADA), and first-generation student success (NASPA).

Irene Duranczykمشاهده پروفایل

دانشیار

• Mathematics Education
• Community College Mathematics Education
• Developmental Mathematics Education
• +۳ مورد دیگر

Irene Duranczyk is an Associate Professor of Mathematics Education in the Department of Curriculum and Instruction at the University of Minnesota's College of Education. Her work focuses on advancing mathematical literacy at the undergraduate level, with particular attention to creating equitable educational opportunities through community engagement and multicultural perspectives. As a first-generation college student from a working-class family, she brings personal experience to her commitment to addressing educational inequalities. Her educational background includes an EdD from Grambling State University's College of Education, with a focus on Developmental Education: Higher Education Administration and Management, and a cognate in Mathematics Education. Duranczyk's research centers on understanding institutional barriers and cognitive/affective blocks students face in college mathematics, with particular emphasis on community college mathematics education. She employs a multicultural equity pedagogy framework and integrates universal instructional design principles into her work. Her research aims to develop pedagogical processes and assessment practices that prepare students for success in college-level mathematics, thereby expanding opportunities for students to complete college education and pursue degrees requiring advanced mathematical skills. Her recent scholarly output reveals a strong focus on measuring and improving the quality of algebra instruction at community colleges. Through NSF-funded research, she has developed instruments to assess mathematical knowledge for teaching college algebra and investigated conditions under which algebra courses improve student learning. Her work spans multiple methodologies including video analysis of classroom instruction, cognitive interviews with faculty, and psychometric analysis of assessment tools. National Science Foundation Principal Investigator (2020-2023, $501,852) National Science Foundation Supplemental Funds (2024-2025, $100,370) 2007 National Association for Developmental Education (NADE) Outstanding Research Conducted by a Developmental Education Practitioner Award Duranczyk has secured significant grant funding, most notably a three-year, $2.3 million NSF grant (as co-PI with Nidhi Kohli, Vilma Mesa, April Strom, and Laura Watkins) to study algebra instruction at community colleges. This project investigates conditions under which algebra courses improve student learning across six community colleges in three states, focusing on linear equations, rational equations, and exponential equations. She has also been involved in international collaborations with educators in Russia and China, and participates in faculty learning communities focused on international and multilingual student success. Her work extends to the development of Integrated Multicultural Instructional Design (IMID) frameworks for postsecondary settings and Multicultural Equity Pedagogy for online education, reflecting her commitment to creating inclusive learning environments that address diverse student needs.

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.

Mark NK Saundersمشاهده پروفایل

استاد

• Research Methods
• Business Research Methods
• Human Resource Management
• +۱۰ مورد دیگر

Professor Mark NK Saunders is a distinguished academic at the University of Birmingham, serving as Professor of Business Research Methods within the Department of Management at Birmingham Business School. He holds visiting professorships at the Universities of Pretoria, Mälardalen, Surrey, and Worcester, reflecting his international academic standing. Education: PhD in Geography (1986) PGCE (1982) MSc in Urban Studies (1981) BA in Geography and Soft Systems (1980) Mark Saunders' research is centered on research methodology, particularly participant selection and methods for understanding organizational relationships. His work extends to human resource aspects of organizational change, with a focus on trust and organizational learning, as well as the success factors of small and medium-sized enterprises (SMEs). He is also deeply engaged in pedagogic practice, textbook writing, and the supervision of doctoral students. His extensive publication record includes over 150 research articles and book chapters, with recent works exploring themes such as social entrepreneurial identities in later life, trust dynamics in consulting, and the impact of generative AI on human resource management. His research is frequently published in top-tier journals like the British Journal of Management , Human Relations , and the International Small Business Journal . Scientific Awards and Fellowships: Fellow of the Academy of Social Sciences (2019) Fellow of the British Academy of Management (2014) British Academy of Management Medal for Leadership Fellow of the First International Network for Trust Fellow of the Chartered Institute of Personnel and Development (2006) Fellow of the Higher Education Academy (2007) Mark Saunders is a dedicated mentor and advisor, actively supervising doctoral students and contributing to doctoral capacity building. He has co-authored and edited over 30 books, including the highly influential Research Methods for Business Students , which is currently in its 9th edition. He holds significant editorial responsibilities as a consulting editor for the International Journal of Management Reviews and as an associate editor (Methodology) for the Human Resource Management Journal . His work is supported by his active involvement in key academic networks, including the British Academy of Management’s Research Methodology Special Interest Group, where he serves as Co-Chair, and the European Foundation for Management Development Doctoral Programmes Conference Committee.

Peter Matherمشاهده پروفایل

استاد

• Service Learning
• Positive Psychology in Higher Education
• Student Affairs Practice
• +۳ مورد دیگر

Dr. Peter Mather is a Professor in the Department of Counseling and Higher Education at Ohio University's Patton College of Education. He holds a B.A. in Philosophy (University of Indianapolis), M.A. in College Student Personnel (Bowling Green State University), and Ph.D. in Student Affairs Administration (University of Georgia). His teaching includes courses on Service Learning, Student Development Theory, and the History/Philosophy of American Higher Education. Research Focus: Dr. Mather's work centers on service-learning outcomes, positive psychology applications in academia, appreciative education frameworks, and university leadership. His publications emphasize mentoring, organizational change through appreciative inquiry, and wellbeing during crises like COVID-19. Publication Trends: Recent articles (2021–2024) analyze mentoring efficacy, faculty development, and pandemic-related wellbeing strategies. Earlier works explore social justice, student activism, and international service-learning. Consistent themes include strengths-based approaches, institutional reform, and holistic student/faculty support.

• Crowdsourcing
• Human-Computer Interaction
• Digital Health
• +۷ مورد دیگر

Simo Hosio is an Academy Research Fellow (2022-2027) and Professor of Computer Science and Engineering at University of Oulu's Center for Ubiquitous Computing, where he leads the Crowd Computing Research Group. He also maintains a visiting position at University of Tokyo, Japan. Having graduated as the first Finnish scholar under Microsoft Research Cambridge's Ph.D. scholarship program, he has published over 150 peer-reviewed scientific articles spanning two decades of research. Hosio's research spans three primary domains: crowdsourcing methodologies, human-computer interaction, and digital health applications. His work pioneers novel approaches to online labor markets, investigates the suitability of crowdsourcing for diverse applications, and explores HCI aspects of digital health solutions for chronic conditions. His research group, founded in 2020, has secured nearly two million USD in funding, demonstrating significant research impact and recognition. Analysis of Hosio's recent publications reveals a strong trend toward interdisciplinary research at the intersection of crowdsourcing, healthcare technology, and emerging AI systems. His work increasingly focuses on practical applications of crowd computing in health contexts, with growing attention to mental health, women's health, and workplace well-being solutions. The integration of AI and machine learning techniques with traditional HCI approaches represents another significant trajectory in his recent scholarship. Distinguished Paper Award (2024) Best Paper Honourable Mention Award (2022) PMCJ Best Research Paper (awarded in 2024) Best Paper Award (2022) Best Full Paper Award (2015) Honorable Mention Award (2014) Best Paper Presentation award (2010) As an educator, Hosio has taught Human-Computer Interaction (2019-2025) to over 260 students in 2024, Social Computing (2018-2021) to approximately 60 students annually, and Applied Computing (2015-2018) to around 50 students each year. His research group's nearly two million USD in secured funding demonstrates significant grant acquisition success, supporting innovative work at the intersection of crowd computing, health technology, and human-centered AI systems. The Crowd Computing Research Group, founded by Hosio in 2020, represents a significant research infrastructure focused on advancing methodologies for crowd-powered systems. The group's work spans from fundamental research on crowd labor markets to applied projects in healthcare, workplace well-being, and social computing, demonstrating a strong commitment to both theoretical advancement and practical impact.

Tomika Greerمشاهده پروفایل

دانشیار

• Career development
• Career transitions
• College student development
• +۳ مورد دیگر

Tomika Greer, Ph.D., serves as Associate Professor in the Department of Human Development and Consumer Sciences at the University of Houston's College of Technology, where she coordinates both the graduate and undergraduate Human Resource Development (HRD) programs. Her extensive teaching portfolio spans 19 courses delivered online and face-to-face, covering quantitative methods, organizational learning, talent management, and e-learning design. Her academic credentials include: Ph.D. in Human Resource Development, Texas A&M University M.Ed. in Instructional Technology, Texas Tech University B.S. in Chemical Engineering, North Carolina State University Dr. Greer's research program critically examines career development pathways for women, veterans, and underrepresented populations through lenses of gender diversity, work-life integration, and remote work dynamics. Her scholarship bridges STEM education equity and organizational behavior, with particular focus on first-generation college students and military-to-civilian transitions. Analysis of her 15 most recent publications (2016-2023) reveals three dominant trajectories: 1) Feminist HRD evolution toward gender diversity beyond binary frameworks, 2) Pandemic-era telework adaptation strategies and their impact on career trajectories, and 3) Systematic investigations of structural barriers facing marginalized professionals. Her work consistently employs mixed-methods approaches across journals like Frontiers in Psychology and International Journal of HRD. Major recognitions include: Double AHRD Book of the Year Award (2023) for edited volumes on critical HRD Scholarly Publication Award from UH Women of Color Coalition (2023) Inclusion in Cell Press's 1,000 Inspiring Black Scientists list (2020) Dissertation of the Year Award from American Society of Training and Development (2011) Texas A&M Diversity Fellowship ($63,000) during doctoral studies As Faculty Advisor for the Student Society of HRD, she has secured Student Organization of the Year awards (2018, 2021) while mentoring students through the Graduate Enhancement for Minority Studies (GEMS) program. Her grant work focuses on minority recruitment in STEM through case studies at Hispanic-Serving Institutions. Dr. Greer actively shapes the field through her re-elected service on the Academy of HRD's International Board of Directors (2018-2024) and leadership in curriculum development for HRD undergraduate education, emphasizing research-based pedagogical approaches.

• Scholarship of Teaching and Learning (SOTL)
• Higher Education Pedagogy
• Biology Education
• +۳ مورد دیگر

Ivona Mladenovic is a Senior Lecturer in the Department of Biological Sciences at Simon Fraser University (SFU), where she has been involved in teaching since 2003. She specializes in evidence-based pedagogy and focuses on enhancing student learning experiences in first-year biology courses. She played a pivotal role in establishing the SFU Surrey campus’s BISC 101/102 teaching laboratory in 2011 and has developed courses like BISC 106. Her education includes a PhD in Educational Theory and Practice (SFU), a PhD in Medicine (University of Belgrade), and advanced degrees in Endocrinology, Molecular Biology, and Education. She holds certifications from UBC and Vancouver Community College. Research Interests: Mladenovic’s work centers on the Scholarship of Teaching and Learning (SOTL), particularly first-year students’ perceptions of quality teaching in science. She investigates how pedagogical practices can foster inclusive, learning-centered environments. Key questions include understanding students’ definitions of effective teaching and the transferability of pedagogical skills. Grants & Awards: 2019-2020: SFU Institute Grant ($5,000) for studying student learning experiences 2016-2017: SFU Grant ($5,000) on electronics in learning 2012-2013: SFU Teaching Grant ($5,000) for enhancing concept understanding via research 2013-2014: Dean of Graduate Studies Fellowship for her education PhD Teaching & Courses: She currently teaches BISC 202 (Genetics) and BISC 101 (General Biology). Her teaching emphasizes active learning and adapts to diverse student needs. She has authored test banks for major biology textbooks and contributed chapters to post-pandemic education literature.