جست‌وجوی استاد و پژوهشگر

• Educational Psychology
• Learning Sciences
• STEM Education
• +۶ مورد دیگر

Olusola Adesope serves as Associate Dean for Research and Boeing Distinguished Professor of STEM Education at Washington State University's College of Education, Sport, and Human Sciences. His academic career includes roles as Professor of Educational Psychology and leadership in interdisciplinary research initiatives. He holds a PhD in Educational Psychology from Simon Fraser University (Canada), with additional degrees from institutions in Nigeria and Canada. His research focuses on multimedia learning, STEM education innovation, and evidence-based instructional design, emphasizing cognitive and pedagogical principles. Adesope leads NSF-funded projects totaling over $5 million, including initiatives to develop affordable hands-on learning tools for engineering education and culturally responsive STEM curricula. Notable grants include the EDUC-ATE program ($2.64M) and PERKS ($250K). His awards include the AERA TICAL Outstanding Early Career Researcher Award (2014) and WSU Excellence in Research Award (2014). He has produced over 50 peer-reviewed publications, with key works in Review of Educational Research and Journal of Educational Psychology . Adesope advises graduate students like Arumala Lere-Adams and collaborates internationally, including work with OECD on global education surveys. His lab develops low-cost desktop learning modules (e.g., fluidized bed reactors, heat exchangers) and investigates software development team dynamics through GitHub data analysis.

Andrew Petersenمشاهده پروفایل

استاد

• Computer Science Education
• Educational Technology
• Introductory Programming Education
• +۳ مورد دیگر

Andrew Petersen is a Professor, Teaching Stream and Vice Chair (Computer Science) in the Department of Mathematical and Computational Sciences at the University of Toronto Mississauga (UTM). He holds a cross-appointment in the Institute for the Study of University Pedagogy. His academic roles include directing teaching initiatives and serving on UTM’s leadership teams, including Acting Vice-Dean and Acting Associate Dean roles. Petersen earned his MSc in Computer Science from the University of Washington. Research Interests: His work focuses on computer science education, particularly introductory programming courses and teaching methodologies. He emphasizes active learning, student engagement, and the use of technology to enhance educational outcomes. His research group investigates topics like self-explanation, gamification, and the impact of AI on education. Publications: Petersen’s recent work includes studies on educational technology, such as the efficacy of videos, voice-based learning, and AI-driven interventions. His research trends highlight innovative methods to address student challenges in computing education. Awards: UTM Teaching Excellence Award, U of T President’s Teaching Award, OCUFA Teaching Award Advising & Grants: Co-supervises PhD student Angela Zavaleta Bernuy. His work often involves collaborative projects with students on educational tools and interventions, supported by grants exploring topics like formative feedback and student motivation. Labs/Teams: Member of the U of T CS Education Research Group, contributing to conferences like ICER and Koli Calling.

• Civil Engineering
• Structural Engineering
• Bridge Engineering
• +۷ مورد دیگر

Sarira Motaref is a Professor in Residence and Associate Director of Faculty Development at the Center for Excellence for Teaching and Learning, University of Connecticut. She is affiliated with the School of Civil and Environmental Engineering within the College of Engineering. Her Ph.D. in Civil Engineering was awarded by the University of Nevada, Reno (2011). Dr. Motaref's research focuses on innovating teaching methods in engineering education, particularly neuroinclusive and strength-based approaches, alongside advancing structural engineering through 3D imaging technologies, advanced materials for bridges, and earthquake-resistant designs. She has pioneered the use of augmented reality and flipped classrooms to enhance student engagement and visualization skills. Her work bridges educational innovation and structural resilience, emphasizing inclusive pedagogy and sustainable infrastructure solutions. She has contributed to bridge health monitoring systems and seismic design standards for precast and composite structures. Dr. Motaref’s teaching excellence initiatives include co-teaching strategies, experiential assessments, and pandemic-era remote learning adaptations. Her research has been published in over 30 peer-reviewed articles, reflecting a dual commitment to pedagogical innovation and structural engineering advancements.

Margareta Strasserمشاهده پروفایل

پژوهشگر

• Language Education
• Multilingualism
• Language Didactics
• +۳ مورد دیگر

Mag. Dr. Margareta Strasser is a Senior Scientist (PostDoc) and Head of the Language Centre at the University of Salzburg. She specializes in language education, multilingualism, and intercomprehension didactics. Her work focuses on innovative teaching methods, the role of executive functions in learning, and civic engagement through service-learning models. She has organized numerous workshops and conferences, including the 6th Tagung der Österreichischen Gesellschaft für Sprachendidaktik and training initiatives for educators. Her research explores language policy, digital content in education, and teacher training programs. Her contributions include developing language-teaching materials (e.g., 'Baby isst mit'), leading projects like 'EVAL-IC' to assess intercomprehension competencies, and advancing methodologies for language-aware teaching. She also coordinates workshops for volunteers supporting refugees in German language acquisition. Her interdisciplinary approach integrates cognitive science, educational technology, and sociolinguistics to enhance language learning outcomes. Margareta actively engages in international collaborations, such as the Salzburg Program with the University of Portland, and has presented at events in Austria, Germany, Croatia, and Greece. She emphasizes practical applications of research, including conflict moderation in classrooms and flipped classroom strategies.

Rick Mislanمشاهده پروفایل

مدرس ارشد

• Cybersecurity Management
• Digital Device Forensics
• Mobile Security
• +۴ مورد دیگر

Rick Mislan is a Senior Lecturer at the Saunders College of Business, Rochester Institute of Technology (RIT), where he specializes in Cybersecurity Management and Digital Forensics. He holds a Ph.D. from Nova Southeastern University, with prior academic roles including Professor at Purdue University's Polytechnic Institute (2005–2012) and faculty positions at Ferris State University. His expertise includes Small-Scale Digital Device Forensics, Cybersecurity Risk Management, and Mobile Security. Dr. Mislan created RIT's Cybersecurity Management minor and leads initiatives like the RIT GCI Cyber Range and Training Center. He teaches courses such as Cyber Risk & Resilience, Systems Analysis, and Web Systems Development. His research focuses on mobile forensics, with contributions to NIST guidelines and founding the Small Scale Digital Device Forensics Journal. He advises law enforcement agencies globally and has authored over 30 publications. Award highlights include the 2013 Top 10 Computer Forensic Professors and 2008 College of Technology Outstanding Faculty Award. His work spans consulting with federal agencies, patenting forensic tools, and co-authoring children's books about RIT's mascot. Dr. Mislan’s labs and projects emphasize immersive training environments, cybersecurity education, and bridging technical and business aspects of digital security. He remains active in forensic research, policy development, and innovation in cybersecurity curricula.

Morten Brekkeمشاهده پروفایل

استاد

• Mathematics Education
• Computer Aided Assessment (CAA)
• Educational Technology
• +۳ مورد دیگر

Morten Brekke is a Professor at the Department of Engineering Sciences , University of Agder (UiA). He served as Vice-Rector for Education (2019–2023), leading the strategic initiative "Learning and Education for the Future". His academic background includes a Cand. Scient in Theoretical Astrophysics. He is a central figure in MatRIC (2014–2024), an international mathematics education center. His work focuses on innovative teaching methods, particularly Computer Aided Assessment (CAA) and video-based flipped classrooms using tools like STACK and Panopto. Key roles include: Chair of EUA Learning & Teaching Thematic Peer Group (2023–2024) Head of the Council for Quality Enhancement in Norway (2021–2023) Member of the Skills and Competences Mission Board (FORTHEM Alliance) Editorial board member of TEAMAT (Oxford University Press) Research interests emphasize: CAA integration in mathematics education Video-driven teaching strategies Assessment innovation for engineering students Recent achievements include the 2018 Excellent Teaching Practitioner award (UiA’s first recipient). His work has reduced engineering student failure rates via STACK-based projects and improved calculus performance through blended learning approaches.

Apostolos Spanosمشاهده پروفایل

استاد

• Historical Consciousness
• Digital Humanities
• AI in Education
• +۴ مورد دیگر

Apostolos Spanos is a Professor in the Department of Religion, Philosophy and History at the University of Agder, Norway. His research focuses on historical consciousness, innovation studies, Byzantine history, and the application of AI and gaming in historical education. He has authored major works such as Games of History: Games and Gaming as Historical Sources (2021) and History-made: How past and future shape your life, identity and thoughts (forthcoming 2024). His work bridges disciplinary boundaries by integrating digital tools with traditional historiography. Spanos has organized interdisciplinary conferences like Lesbos Dialogues: Technology and the Refugee Crisis (2017) and contributed to projects like CONSENSE (AI for Education). His teaching includes courses on historical theory, digital history, and the use of games as historical sources. He actively explores innovative pedagogical methods such as flipped classrooms and AI-assisted learning strategies. Key research areas include the study of historical time dimensions, modeling historical phenomena, and examining innovation through Byzantine case studies. His edited volumes and articles reflect deep engagement with primary sources like Byzantine manuscripts and liturgical texts, emphasizing their role in understanding political and cultural dynamics. Spanos' contributions span academic leadership in UiA's CeDiT (Centre for Digital Transformation) and research groups focusing on social simulation and historical methodologies. His work consistently highlights the interplay between past and present through technological and conceptual innovation.

David van Altenمشاهده پروفایل

استادیار

• Blended Learning
• Flipped Classroom
• History Education
• +۴ مورد دیگر

David van Alten is an Assistant Professor at Utrecht University's Department of Education within the Social and Behavioral Sciences faculty. He teaches Pedagogy, Professional Practice, Digital Literacy, and Education & ICT courses, and coordinates thesis-support groups. His PhD research examined flipped learning in history classrooms, funded by a PromoDoc grant. His research focuses on digital literacy, blended learning, self-regulated learning, and AI applications in education. Key areas include flipped classroom methodologies, digital citizenship, and meta-analyses of educational technologies. Publications demonstrate strong focus on innovative teaching methods, particularly examining how self-regulated learning interventions impact student outcomes in technology-enhanced environments. Research spans quantitative meta-analyses and classroom-based qualitative studies. Memberships include the Interuniversity Center for Educational Sciences (associate fellow) and the Association for Teacher Trainers Netherlands (council member). Previously served as history teacher and ICT policy advisor at Cals College.

• Educational Sciences
• Chemistry Education
• Climate Change Education
• +۳ مورد دیگر

Veli-Matti Vesterinen is a University Researcher at the University of Helsinki's Faculty of Educational Sciences, Department of Education. His work focuses on educational pathways for climate change competencies, science education, and sustainable development. He has been actively involved in research projects such as the ClimComp initiative, exploring climate change education effectiveness and policy recommendations. Key research interests include chemistry education, climate literacy, transformative learning, and innovative pedagogical methods like flipped classrooms and virtual learning environments. He has supervised multiple Master's theses and contributed to international conferences and journals, including Environmental Education Research and Science & Education . Vesterinen has organized major academic events like the Nordic Research Symposium on Science Education (NFSUN) and served as an editor for LUMAT and other educational journals. His projects emphasize interdisciplinary approaches to education, particularly addressing climate change through systemic and societal perspectives.

C.J.M. (Cor) Suhreمشاهده پروفایل

پژوهشگر

• Educational Research
• Educational Psychology
• Teacher Education
• +۷ مورد دیگر

Dr. C.J.M. (Cor) Suhre is a Research Associate in the Faculty of Behavioural and Social Sciences at the University of Groningen, specializing in Teaching and Teacher Education. With over 100 research outputs spanning more than a decade, Dr. Suhre maintains an active research profile in educational psychology and teacher development. Dr. Suhre's research interests focus on educational assessment, teacher education, school leadership, and cognitive development in learning contexts. Their work particularly examines formative assessment practices, logical reasoning development, distributed leadership in schools, and the relationship between school vision and teacher commitment. Recent research has explored the impact of explicit school vision on teacher commitment, formative assessment instruments in science education, and the influence of leadership on PhD students' sense of belonging in Kenyan universities. Analysis of Dr. Suhre's publication history reveals consistent contributions across multiple educational subfields, with particular emphasis on practical applications for classroom instruction and school improvement. The research demonstrates strong methodological diversity, incorporating qualitative, quantitative, and mixed-methods approaches to address complex educational challenges. Best paper award (2017) Dr. Suhre actively contributes to the academic community through editorial work and peer review for journals including Learning Environments Research, Studies in Educational Evaluation, and Learning and Individual Differences. Their scholarly network includes collaborations with researchers across multiple institutions, particularly within the Dutch educational research community.

Nardine Nakhlaمشاهده پروفایل

دانشیار

• Community Pharmacy
• Pharmacist Prescribing
• Self-Care Therapeutics
• +۳ مورد دیگر

Nardine Nakhla is an Associate Professor in the Teaching Stream at the University of Waterloo, specializing in community pharmacy and advancing pharmacist roles. Her work focuses on pharmacist prescribing, self-care strategies for minor ailments, and healthcare policy advocacy. She actively contributes to pharmacy education, particularly in innovative teaching methods like flipped classrooms during the pandemic. Her research emphasizes pharmacist-led interventions in areas such as polypharmacy management, peripartum mental health, and drug shortages. She has explored the impact of ranitidine recalls on acid suppression therapies and the role of pharmacists in addressing frailty and geriatric care. Her studies often bridge clinical practice with policy, advocating for expanded pharmacist prescribing rights to improve healthcare access and quality. Dr. Nakhla’s work spans interdisciplinary collaborations, including surveys of pharmacists’ opinions on drug scheduling and cross-sectional analyses of frailty perceptions. She is committed to advancing pharmacy education through evidence-based practices and adapting to evolving healthcare challenges.

Natalie Bennettمشاهده پروفایل

مدرس

• Active Learning Strategies
• Anatomy and Physiology Education
• Student Engagement
• +۳ مورد دیگر

Natalie Bennett is a Lecturer in Biomedical Sciences Teaching at Monash University with 18 years of experience in teaching anatomy and physiology to allied health students. She holds a PhD in Immunology (1992) and a Graduate Certificate in Education (2009). Current roles include Unit Coordinator for BMA1901, Chief Examiner for BMA1902, and Bioscience Discipline Coordinator for nursing programs. Her research focuses on active learning strategies, student engagement, and interdisciplinary curriculum design. Education: PhD in Immunology, University of Alabama at Birmingham (1992) Graduate Certificate of Education (Professional Development Studies), 2009 External Positions: Senior Research Associate, DNAX Research Institute (1997–1998) Postdoctoral Research Fellow, University of Alabama at Birmingham (1992–1993) Research interests include curriculum integration, student confidence-building, and flipped classroom strategies. She leads the project 'The factors that lead to the success of flipped classrooms.' Notable awards include the Dean's Award for Excellence in Teaching (2024) and multiple Purple Unit Awards recognizing outstanding course design. Her work contributes to UN SDG 4 (Quality Education) through innovative teaching methodologies. Grants and collaborations involve interdisciplinary projects with colleagues at Monash and external institutions. Media engagements include Pearson Education webinars and featured educator stories.

Clémence Fauteux-Lefebvreمشاهده پروفایل

استادیار

• Versatile catalysts
• Multi-phase reaction characterization
• Multifunctional materials
• +۱ مورد دیگر

Clémence Fauteux-Lefebvre is an Assistant Professor in the Department of Chemical and Biological Engineering at the University of Ottawa's Faculty of Engineering. She holds a PhD (2015), MASc (Sherbrooke), and BASc (Ottawa) in Chemical Engineering. Her research focuses on sustainable catalysis, versatile catalyst design, and multifunctional materials to enhance process efficiency and reduce environmental impact. Previously, she conducted postdoctoral work on process analytical technologies at Pfizer. Educations: PhD in Chemical Engineering, Université de Sherbrooke (2015) MASc in Chemical Engineering, Université de Sherbrooke BASc in Chemical Engineering, University of Ottawa Research Interests: Prof. Fauteux-Lefebvre specializes in developing adaptive catalysts for multi-stage reactions and sustainable processes. Her work integrates materials science, environmental engineering, and AI-driven optimization to address challenges in sulfur oxide capture, catalytic conversion, and process intensification. Key areas include: Multi-phase reaction systems Graphene-based nanomaterials Machine learning for process modeling Publications Trends: Her recent articles emphasize catalyst design (e.g., graphene-iron oxide composites), sulfur conversion processes, and AI applications in chemical engineering. She also explores environmental remediation through novel adsorbent materials and sustainable material synthesis. Awards: No scientific awards explicitly mentioned in the provided texts. Advising/Grants: Advising information and grants are not detailed in the current data. She may supervise students through her research projects on catalysis and materials science. Labs/Teams: Engaged with the Department's chemical engineering research groups, focusing on sustainable processes and advanced materials characterization.

Ben Greenfieldمشاهده پروفایل

دانشیار

• Environmental Geochemistry and Health
• Environmental Exposure and Risk Assessment
• Environmental Monitoring in K-12 Educational Settings
• +۴ مورد دیگر

Ben Greenfield, PhD, is an Associate Professor and Chair of Public Health at the Muskie School of Public Service, University of Southern Maine (USM), where he joined in 2020. His research bridges environmental science and public health, focusing on industrial contamination impacts on ecosystems and human health. He collaborates with institutions in Nanjing, China, and St. Louis, Missouri, and co-leads NIH SEPA and NSF iTEST grants exploring how K-12 students using environmental sensors develop scientific identities. Education: Ph.D., Environmental Health Science, University of California, Berkeley (2016) MS, Zoology, University of Wisconsin–Madison (2000) BA, Biology, Brown University (1993) Research Interests: Dr. Greenfield investigates mercury and PCB contamination in fish, health risks from contaminated sediments, antibiotic resistance in environments, and lead in roadside soils. He applies geospatial analysis to health data and promotes environmental monitoring in schools. His work emphasizes community-engaged science and K-12 science education. Teaching & Grants: He teaches courses in environmental/occupational health, epidemiology, and statistics, employing flipped-classroom methods. His grants with Southern Illinois University–Edwardsville (SIUE) researchers evaluate student engagement through environmental sensor projects. Collaborations & Labs: Active collaborations include teams in China and the St. Louis region. His research integrates fieldwork, lab analysis, and educational outreach to address real-world environmental health challenges.

• Educational Innovation
• Active Learning
• STEM Education
• +۵ مورد دیگر

Silvia Panzavolta is a Researcher at the Italian National Institute for Documentation, Innovation and Educational Research (INDIRE) since 1998. She specializes in educational innovation, focusing on didactic and organizational transformation. Her key roles include managing the Making Learning and Thinking Visible (MLTV) project with Harvard University and leading initiatives on laboratory teaching in technical-professional education. She is also part of the Avanguardie educative and Scientix projects, promoting STEM education and collaborative learning strategies across Europe. Her research emphasizes active learning methodologies like TEAL (Technologies for Active Learning) and Flipped Classroom, alongside rethinking assessment through skills-based and peer/self-assessment. She explores ICT integration in education, particularly for inclusive practices, as seen in the SENnet project addressing learners with special needs. Her publications span 2013–2015, covering reflective teaching practices, classroom technology, and innovative pedagogies. She collaborates with international institutions to advance educational policies and teacher training. Current work includes systematic reviews on laboratory teaching efficacy and the systemic adoption of educational avant-gardes. Labs/Teams: Active contributor to INDIRE's research groups on Avanguardie educative and Scientix, collaborating with European networks to disseminate best practices in STEM and inclusive education.