Lesley G.A. de Putter-Smits is an Assistant Professor and teacher educator at the Eindhoven School of Education (ESoE), affiliated with Eindhoven University of Technology . Her work focuses on STEM education , teacher education , and continuing teacher professional development with an emphasis on student-centred learning environments and social scientific issues. Education : MSc in Chemistry (Utrecht University, 2000), PDEng in Process and Product Design (TU/e, 2003) Roles : Physics teacher (2003-2012), Chemistry teacher educator (2012-present), Assistant Professor (2014-present), Manager ESA (2019-2022) Her research explores engaging science learning environments , leveraging generative AI , virtual reality , and inquiry-based learning . Recent publications analyze PhET simulations , student-generated drawings , and interdisciplinary science projects . She has contributed to chemistry courses for Radboud University Nijmegen and is active in editorial work for European Journal of STEM Education . Scientific Awards : 3e Prijs 'Beste artikel VELON tijdschrift' (2019)
Dr. Elisabeth (Lies) Wesseling is an Associate Professor in the Department of Literature and Art at the Faculty of Arts and Social Sciences, Maastricht University. She serves as Director of the Centre for Gender and Diversity and leads the international research network PLACIM (Platform for a Cultural History of Children's Media). Her interdisciplinary work bridges literature, cultural history, and the humanities' engagement with science and identity. Her educational background includes MA degrees in English Language and Literature and Comparative Literature (both cum laude) and a PhD in Comparative Literature, all from Utrecht University. Dr. Wesseling’s research focuses on the cultural construction of childhood, particularly through narrative forms in fiction, life writing, and film. She investigates how global adoption narratives forge kinship across cultural boundaries, drawing on postcolonial theory, literary anthropology, and life writing studies. Her work critically examines implicit cultural assumptions about parenthood, orphanhood, and identity, aiming to enrich ethical discourse on transnational adoption. Her recent publications (2020–2023) reflect a strong trajectory in children’s literature, narrative theory, and cultural critique, with a particular emphasis on mermaid myths, adoption memoirs, and postcolonial family formations. These works span edited volumes and journals, demonstrating sustained scholarly engagement. She is actively involved in academic service as congress convenor of the 21st Biennual IRSCL Conference and board member of the International Research Society for Children's Literature. She also belongs to several learned societies including the International Society for Cultural History and the Society for Literature, Science, and Art. Dr. Wesseling has supervised multiple PhD candidates and coordinates research programs funded by the Dutch Science Foundation (NWO). Her teaching spans BA, MA, and MPhil levels, focusing on arts and culture, postcolonialism, and problem-based learning. She has led major educational innovation projects such as ForUM and TAC, enhancing pedagogical practices across institutions. She leads the externally funded research program Emergent Cultural Literacy: Assimilating Children's Literature and directs the Centre for Gender and Diversity, fostering interdisciplinary collaboration on gender, identity, and cultural inclusion within the faculty.
Dr. Ed E. Moret is an Associate Professor of Computational Medicinal Chemistry at Utrecht University, where he serves as Managing Director of the Utrecht Institute for Pharmaceutical Sciences. He is a member of the Departmental Executive Board and Chair of the Board of Examiners of the School of Pharmacy. His academic career spans over three decades with significant contributions to pharmaceutical sciences. Utrecht University, Utrecht Institute for Pharmaceutical Sciences School of Pharmacy, Department of Chemical Biology and Drug Discovery Managing Director since January 2010 Dr. Moret's educational background includes completing Gymnasium-b at Gymnasium Camphusianum in Gorinchem in 1979, followed by pharmacy studies at Utrecht University until 1988. He earned his PhD in 1993 with research on calculations and simulations of DNA-alkylating cytostatics under supervision of Prof. L.H.M. Janssen and Prof. J.P.A.E. Tollenaere. He also conducted postdoctoral research at the Scripps Research Institute with Prof. A.J. Olson. His primary research interests focus on molecular recognition, particularly in auto-immune diseases, with expertise spanning computational medicinal chemistry, computer-aided drug discovery, cheminformatics, and bioinformatics. Dr. Moret's work bridges the gap between theoretical calculations and experimental validation in drug design. His research portfolio demonstrates a consistent trajectory from fundamental molecular interactions to applied drug discovery, with particular emphasis on enzyme inhibitors, carbohydrate-protein interactions, and molecular recognition processes. Analysis of his publication record reveals a strong focus on structure-based drug design, with significant contributions to the development of inhibitors for enzymes like β-glucocerebrosidase, NNMT, and neuraminidase. His work spans multiple therapeutic areas including lysosomal storage disorders, cancer metabolism, and infectious diseases. The interdisciplinary nature of his research is evident in the integration of computational approaches with experimental validation across biochemistry, pharmacology, and medicinal chemistry. Teacher of the Year (awarded three times by Pharmacy students) Member of editorial boards for Medicines and Conceptuur journals Secretary of Board of FIGON (2016) Secretary of Raad voor de Farmaceutische Wetenschappen (2024) Member of Board of Stichting Farmaceutische Erfgoed (2024) Dr. Moret has been actively involved in educational innovation, developing and coordinating the master's programme Drug Innovation, the profile Drug Regulatory Sciences, and the Honours programme Pharmaceutical Sciences. He has taught courses for pharmacy, chemistry, UCU and medical sciences students, as well as PhD courses in bioinformatics and computer-aided drug discovery. His educational contributions include developing an inquiry-based elective course on drug discovery, for which he published educational research. He holds BKO and SKO teaching qualifications and participated in the Centre of Excellence in University Teaching program. As Managing Director of the Utrecht Institute for Pharmaceutical Sciences, Dr. Moret leads research initiatives across chemical biology, drug discovery, and pharmaceutical sciences. His leadership extends to multiple advisory and editorial roles within the pharmaceutical research community, reflecting his significant contributions to both academic and professional spheres of pharmaceutical sciences.
Tessa H.S. Eysink is a Full Professor in Instructional Technology, affiliated with the Digital Society Institute. Her research focuses on educational technology, inquiry-based learning, and technology-enhanced STEM education for children. 2024 Research Highlights : Investigated physiological and gaze metrics for learner emotions in Frontiers in Psychology Studied hypothesis generation in simulation-based learning in the Journal of Research in Science Teaching Co-developed the gamified Science Chaser app for STEM engagement at the ACM Interaction Design and Children Conference Her work bridges psychology, computer science, and education, emphasizing multimedia learning and cognitive modeling. No scientific awards or student supervision details were explicitly mentioned in the provided texts.
Hannie A. Gijlers is an Associate Professor at the Digital Society Institute, affiliated with the Department of Instructional Technology in the Faculty of Behavioral, Management and Social Sciences at the University of Twente. Her work bridges technology and education, focusing on innovative learning environments and collaborative processes. Academic Rank: Associate Professor Institution: University of Twente Research Institute: Digital Society Institute Department: Instructional Technology Her research interests center on computer-supported collaborative learning (CSCL) , technology-enhanced STEM education , inquiry-based learning , and the role of emotions and feedback in learning. She investigates how digital tools and agent-facilitated environments support students and teachers in collaborative settings, often through cross-cultural comparisons. Her work integrates physiological and gaze-based data to understand implicit learner emotions, pushing the boundaries of learning analytics. The recent publications (2021–2024) reveal a strong focus on teacher guidance models , gamified STEM apps , clinical reasoning in medical education , and climate change literacy . These works span disciplines including educational psychology, computer science, and environmental education, indicating interdisciplinary collaboration. Keywords across these articles include collaborative learning, emotion detection, technology integration, and cross-cultural studies, reflecting a consistent research trajectory in digital pedagogy and learner support. While no specific awards are listed in the provided text, her sustained publication record in high-impact venues and leadership in collaborative research projects suggest recognition within the academic community. Hannie Gijlers actively supervises research, as evidenced by co-authored works with junior researchers and contributions to practitioner research models. Her involvement in datasets and conference presentations indicates ongoing grant-funded or institutionally supported research activities. She has contributed to both theoretical frameworks (e.g., four-phase mentorship model) and applied tools (e.g., Science Chaser app), demonstrating a balance between scholarship and practical innovation. She is part of a vibrant research network at the University of Twente, collaborating with scholars like T.H.S. Eysink, A.W. Lazonder, and N. Janssen. Her team explores agent-facilitated learning, gamification in STEM, and teacher development, often in international collaborations (e.g., Dutch-Finnish studies). These efforts are supported by digital infrastructure and interdisciplinary datasets, positioning her at the forefront of digital society research in education.
Prof. Dr. Marc de Vries is a Full Professor in the Department of Values, Technology and Innovation at Delft University of Technology (TU Delft), Faculty of Technology, Policy and Management. He also holds affiliate professorships at Eindhoven University of Technology and KTH Royal Institute of Technology, Stockholm. His academic journey began with an M.Sc. in Physics from the Free University Amsterdam (1982) and a Ph.D. in Science Education from Eindhoven University of Technology (1988). M.Sc. in Physics, Free University Amsterdam (1982) Ph.D. in Science Education, Eindhoven University of Technology (1988) His research focuses on the philosophy and ethics of technology , with particular interests in epistemology of technology, ethics of nanotechnology, and utopian thinking in technological development. He is a leading figure in technology and science education , especially in design-based learning, argumentation in science, and values in engineering. His work bridges philosophy, pedagogy, and practical engineering education. His recent publications reflect a strong trend in design education, spatial thinking in children, argumentation in physics, and biomimicry . These works emphasize student-centered learning, cognitive development, and the integration of ethical and philosophical reflection into science and engineering curricula. His editorial role in key journals and co-authorship of foundational textbooks like Philosophy of Technology: An Introduction for Technology and Business Students underscores his influence in the field. While no specific scientific awards are listed, his extensive publication record and leadership roles indicate significant scholarly recognition. Prof. de Vries has supervised numerous students and researchers, though specific names are not listed. He has led major research initiatives in technology education and contributed to national and international curriculum development. His work is supported by academic and educational institutions, and he actively collaborates with scholars across Europe. He is affiliated with the Section Ethics/Philosophy of Technology within his department and has been instrumental in shaping philosophy of technology courses at both bachelor's and master's levels. His research group focuses on values in technological development, design pedagogy, and the integration of philosophical reflection in engineering education.
Dr. Mayke Vereijken is an Assistant Professor at the Faculty of Social and Behavioural Sciences, Utrecht University, specializing in Educational Sciences. Her work bridges educational theory and practice, with a focus on inquiry-based teaching and research integration in higher education. PhD in Medical Education (Leiden University, 2018) MSc in Educational Sciences (Radboud University Nijmegen, 2011) Her research explores interdisciplinary and transdisciplinary approaches to education, particularly how higher education can address complex problems requiring multi-, inter-, or transdisciplinary knowledge. Current work includes projects on the effectiveness of teacher professional development and scholarly teaching. Recent publications address: Transdisciplinary education frameworks Subject matter pedagogy in university teaching Professional collaboration around complex problems Authentic research practices in medical education Research integration in first-year teaching
Dr. Choolwe Muzyamba is an Assistant Professor at University College Utrecht , Utrecht University. Her research spans political economy, decoloniality, global health, and climate justice, with a focus on disability, race, maternal health, HIV, and participatory methodologies. PhD in Global Health (Maastricht University, 2018) MSc (cum laude) in Political Economy (LSE, 2015) Her work integrates community mobilization, participatory action research (PAR), and health promotion to address systemic inequities. Recent publications highlight intersections of disability inclusion, colonial frameworks, and climate resilience in African contexts. She has secured grants from WHO, CODESRIA, Erasmus+, and Horizon for projects on climate adaptation, gender equity, and participatory education. $25,000 WHO Grant (2024) for disability-inclusive climate research in Zimbabwe $76,000 Erasmus+ Grant (2022) for curriculum decolonization Dr. Muzyamba teaches courses in political economy, international political economy, and sexual reproductive health. Her methodological expertise includes qualitative inquiry and community-engaged learning.
Cindy L. Poortman is an Associate Professor in the ELAN Teacher Development group at the University of Twente, Faculty of Behavioural, Management and Social Sciences. She is actively engaged in research and professional development initiatives focused on data-based decision making, assessment for learning, and sustainable educational innovation. Associate Professor, ELAN Teacher Development, University of Twente Research focus: teacher development, data use in schools, formative assessment, educational sustainability Active contributor to educational research with over 117 research outputs Her research interests center on improving educational practices through evidence-based approaches. She investigates how teachers can effectively use assessment data to inform instruction, develop professional competencies, and sustain educational improvements. Her work emphasizes collaborative models such as teacher design teams and professional learning networks. The recent publications highlight a strong trend in educational innovation, particularly in challenge-based learning, data-driven decision making, and the sustainability of interventions. Her work bridges research and practice, often involving school-based collaborations and professional development programs. EAPRIL 2015 Best Research and Practice Project Award (Datateam Projects team) Co-applicant on multiple research-practice partnership grants Erasmus Mobility Grant recipient (2016) Professional development in formative assessment prize (2018) Dr. Poortman has supervised multiple PhD and research students, including A. Imanbayeva, L. Pei, and C. Wolterinck. She has secured research grants and led professional development initiatives, including organizing international conferences on professional learning networks. Her work is deeply collaborative, involving partnerships with schools, policymakers, and international researchers. She is a key contributor to the Data Team® methodology and has developed tools for assessing the sustainability of educational interventions. Her research is applied in real-world educational settings, focusing on systemic improvement and long-term impact.
Dr. Marie-Christine Kok-Escalle is an Affiliated Researcher at Utrecht University's Institute for Cultural Research , specializing in Modern and Contemporary Literature with focus on French cultural and linguistic history in the Netherlands. Full Name: Marie-Christine Kok-Escalle Institution: Utrecht University School: Humanities Department: Modern and Contemporary Literature Her research areas examine: French cultural influence in the Netherlands from modern times Evolution of French language teaching and learning Intercultural competence and mediation practices Language's role in identity formation Historical diffusion of French as a lingua franca Key publication trends span intercultural communication (2012-2020), historical French educational methods (2003-2017), religious language dynamics (2008-2012), and cross-cultural case studies (1997-2013). She contributes to intercultural education programs including: French Language and Culture: Education and Communication (MA) Intercultural Communication (MA) Historical language mediation studies
Nadira Saab is a Professor of Educational Sciences at Leiden University's Graduate School of Teaching (ICLON), with a focus on e-didactics, technology-enhanced education, inclusive education, and collaborative learning. She holds a PhD in Developmental and Educational Psychology from the University of Amsterdam (2005). As a faculty member since 2014, she leads research on formative assessment, online learning, and secondary education pedagogy. She is also a fellow of the Leiden Teachers' Academy. Her research includes projects such as Sharing knowledge: joint professional development of inquiry-based teaching at international schools (2015–2018), exploring teacher collaboration and inquiry-based methods in international schools. She investigates how professional development activities influence teacher autonomy, competence, and motivation. Dr. Saab supervises multiple PhD candidates and postdoctoral researchers, contributing to advancements in educational theory and practice. Her work bridges educational psychology and digital innovation, addressing inclusive teaching strategies and teacher training initiatives.
Iris Uffen is a Researcher and PhD Candidate at the University of Groningen's Faculty of Behavioural and Social Sciences, specifically within the Teacher Education department. She works at the Expertisecentrum Vakdidactiek Noord, focusing on Lesson Study research in the Dutch educational context and examining how this approach enhances professional dialogue between teachers and improves lesson quality. Uffen earned her MSc in Pedagogical Sciences at the University of Groningen (2011-2012), specializing in learning difficulties, with research on school-based consultation within EBD schools. She previously completed her BSc in Pedagogical Sciences at the same institution (2006-2011) and began her academic journey with journalism studies at Windesheim University of Applied Sciences (2005-2006). Her research primarily investigates three critical aspects of Lesson Study in the Netherlands: how it contributes to teacher work quality, how teachers learn during LS processes, and how facilitation influences these processes. Uffen employs detailed multi-perspective analysis of LS participants including team members, facilitators, and students to optimize LS for both teacher and student learning outcomes. Her work bridges educational theory with practical classroom applications, particularly through cultural-historical activity theory frameworks and facilitation techniques that stimulate in-depth professional dialogue among teachers. Uffen's publication record demonstrates a clear evolution from practical implementation studies to deeper theoretical explorations of teacher learning processes. Her recent work (2025) focuses on how facilitators influence teacher talk during post-research lesson discussions and how to facilitate meaningful conversations about teachers' understanding and attitudes toward Lesson Study. This research trajectory shows increasing sophistication in analyzing the nuanced mechanisms of teacher professional development. As a member of the PhD committee for WALS (2019), Uffen contributes to academic governance while continuing her research on teacher development in the north of the Netherlands. Her work with the Expertisecentrum Vakdidactiek Noord positions her at the intersection of educational research and practical school improvement initiatives, developing training programs for LS facilitators to enhance collaboration and inquiry-oriented teaching across Dutch educational institutions.
Natasha Dmoshinskaia is an Assistant Professor specializing in educational technology and learning processes. Her research focuses on peer feedback mechanisms, inquiry-based learning, and the impact of digital environments on education. She contributes to UN Sustainable Development Goals related to Quality Education (SDG 4) and Partnerships for the Goals (SDG 17). Her work explores trends in teacher development, digital learning policies, and collaborative learning systems. Recent studies include analyzing feedback effectiveness in online platforms, gamified learning environments, and the role of concept maps in knowledge acquisition. Key research themes include educational policy analysis, student engagement strategies, and the design of future-proof learning systems. Her publications span peer-reviewed journals and conference proceedings, emphasizing practical applications in K-12 and university settings. Notable contributions include a 2025 review on holistic student development through digital learning and a 2023 analysis of peer feedback in online inquiry environments. Her h-index is 42, reflecting significant scholarly impact.
Dr. Guido Stompff is a Lecturer in Design Thinking at Inholland University of Applied Sciences, working three days a week. He leads the Design Thinking Lectorate within the Applied Research x Creativity Research Center, focusing on methodological foundations and broad educational integration of Design Thinking. His research emphasizes living labs, such as the Urban Leisure & Tourism Lab addressing tourism pressures in Amsterdam. He collaborates with educational institutions, museums (e.g., Cube Design Museum), and organizations like Brightlands Innovation Factory to advance innovation processes. Stompff’s work bridges design practice and academic research, advocating for practitioner-driven methodologies. He holds a PhD from TU Delft and authored a best-selling book on Design Thinking. Key projects include the Students as Partners initiative (with Comenius Grant) and the Dutch Pop Music Sector Research Agenda. His research explores team dynamics, design inquiry in education, and systemic co-design approaches for societal challenges. Education: PhD in Innovation Processes (TU Delft) MSc Industrial Design Engineering (TU Delft) Research Interests: Design Thinking Methodology Interdisciplinary Collaboration Education Innovation Urban Social Challenges Practitioner-Academia Synergy Grants & Recognition: Comenius Grant (2023) for Students as Partners Project Author of bestseller Design Thinking; Radical Change in Small Steps (2018) Advising & Partnerships: Cube Design Museum (Kerkrade) Brightlands Innovation Factory (Limburg) Urban Leisure & Tourism Lab (Amsterdam-North) Expertisenetwerk Systemisch Co-design
Dr. Kila van der Starre is an Assistant Professor at Utrecht University's Faculty of Humanities , Department of Languages, Literature and Communication. She specializes in Modern and Contemporary Dutch Poetry , focusing on its circulation and use beyond traditional books in everyday contexts. Supervises three PhD students: Semmy Claassen (Utrecht University), Jet Oosterheert (University of Groningen), and Steven Van de Putte (Ghent University) Chaired the 2024 P.C. Hooft Prize jury Freelance literary scholar with a focus on poetry education and criticism Her research explores poetry in public spaces (street poetry), social media (Instagram poetry), body art (tattoos), everyday objects , radio , and commemorative practices . She received NWO PhD funding and was awarded the OSL Award for Best PhD Thesis 2021 , Praemium Erasmianum Dissertation Prize 2022 , and shortlisted for the Boekman Dissertation Prize 2022 . She teaches in multiple undergraduate programs ( Nederlandse Taal en Cultuur , Literatuurwetenschap ) and graduate programs ( MA Neerlandistiek , MA Literature Today ), and co-organized interdisciplinary course hubs combining material studies with literary analysis. 2024 : Invited speaker at Oxford University's 'Love and desire in non-book poetry' conference 2023 : Radio 1 interview on poetry and social media 2024 : Co-authored Sprekende Stenen documentary featuring street poetry in Utrecht
