Misconception-Based Learning Professors and Supervisors

Jaime Gnauمشاهده پروفایل

استادیار بالینی

Missouri State UniversityUnited States

Jaime Gnau is a Clinical Assistant Professor in the Nutrition and Dietetics program within the School of Health Sciences at Missouri State University. She serves as a registered dietitian nutritionist at the MSU Care Clinic on campus, providing nutritional care to patients while integrating clinical practice with academic instruction. With over 20 years of healthcare experience, Dr. Gnau brings extensive practical knowledge to her teaching and research activities, focusing on evidence-based nutrition strategies to promote accessible nutrition for health improvement and well-being. Education MS, Health Promotion and Wellness Management, 2020, Missouri State University BS, Dietetics, 2017, Missouri State University CHES certification, 2020 RYT 200 certification, 2023 Research Interests Dr. Gnau's research focuses on practical nutrition applications that address community health needs. Her primary areas include food insecurity intervention strategies, intuitive eating approaches, and interprofessional education to enhance student learning in clinical settings. She emphasizes evidence-based practice and translating research into practical community applications, particularly for underserved populations. Her recent publications show a strong focus on consumer nutrition education, with articles covering food label interpretation, dietary patterns like the Nordic Diet, GMO information, and healthy food choices. These works demonstrate her commitment to translating complex nutrition science into accessible information for the general public. Professional Recognition Emerging Dietetic Leader Award (MOAND) MCHHS Dean's Award for Academic Partnership Excellence in Connecting Health to the Community Award (MOCAN) Leadership roles in Missouri Academy of Nutrition and Dietetics Academic Guidance Dr. Gnau teaches multiple undergraduate and graduate courses in the Nutrition and Dietetics program, including Social and Behavioral Applications in Human Nutrition, Food Science, Food and Culture, and specialized topics courses. Her teaching philosophy emphasizes evidence-based practice, reducing nutrition-related stress, and building positive relationships with food. She supervises student practicums in population health, food service management, and medical nutrition therapy. Community Engagement Through her work at the MSU Care Clinic, Dr. Gnau provides nutrition services to underserved populations while offering valuable clinical training opportunities for students. She actively contributes to professional organizations and has developed media content to educate the public about nutrition topics through major publications including Authority Magazine, Forbes Health, and INSIDER.

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Aisha Powellمشاهده پروفایل

استادیار

Morgan State UniversityUnited States

Dr. Aisha Powell serves as Assistant Professor in the Department of Strategic Communication at Morgan State University's School of Global Journalism and Communication. Her academic leadership extends to faculty advising for Morgan State's student-run newspaper The Spokesman , where she directs social media and advertising initiatives. She maintains significant professional service roles as Chair for the National Communication Association's Black Caucus, Award Coordinator for the Midwest Popular Culture Association, and Web Master for the New York State Communication Association. PhD in Communication, Culture and Media Studies from Howard University (2019-2022) MS in Journalism from Columbia University (2017-2018) BA in Print Journalism with Minor in Innovative Entrepreneurship from Penn State University (2013-2016) Dr. Powell's research program centers on the intersection of race, media, and health communication. Her groundbreaking work develops frameworks like the Black Fandom Identification Social-Psychological Model that address critical gaps in fan studies through critical race theory. She investigates health communication challenges within Black communities, particularly regarding vaccine hesitancy and pandemic response, while examining media representations through decolonial lenses. Her scholarship demonstrates consistent innovation in applying communication theories to contemporary social justice issues, with particular attention to digital media's role in community resilience and identity formation. Analysis of her recent publications reveals three dominant research trajectories: 1) Critical examinations of Black fandom and digital identity formation, 2) Health communication interventions addressing vaccine hesitancy in marginalized communities, and 3) Critical analyses of media representations through intersectional frameworks. Her work consistently bridges theoretical innovation with practical applications for community health and social justice. Fulbright Scholar Dr. Powell's professional trajectory bridges journalism and academia, having previously reported for Forbes Media, Miami Herald, Journal News, and Haitian Times on underrepresented communities. Her teaching portfolio includes strategic writing, event planning, and advertising courses. Current research projects include a manuscript on Harlem Renaissance women's experiences in 1932 Russia and ongoing studies of Black church communication during health crises. She actively mentors through conference service roles and campus newspaper leadership.

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Brian M. Donovanمشاهده پروفایل

عضو هیئت علمی

University of ColoradoUnited States

Brian M. Donovan serves as an Associate Research Professor at the University of Colorado Boulder's Institute for Behavioral Genetics, where he leads research at the intersection of genetics education and social cognition. His work focuses on understanding how conceptual learning about genetics influences the development of genetic essentialism - a scientifically inaccurate belief system that can foster prejudice and hinder biology learning. Dr. Donovan holds a Ph.D. in Science Education from Stanford University (2016), an M.S. in Biology from Stanford University (2016), an M.A. in Teaching from the University of San Francisco (2009), and a B.A. in Biology from The Colorado College (2001). His research primarily employs prevention science methods, randomized trials, and quasi-experimental designs to study how genetics education can be optimized to reduce genetic essentialist beliefs while improving academic performance in biology. Donovan's work has demonstrated that instruction helping students understand patterns of genetic variation within and between human ancestry groups can reduce genetic essentialist beliefs about race. Analysis of his publication record reveals a consistent focus on combating genetic essentialism through improved science education. His research spans multiple educational contexts from middle and high school to undergraduate settings, examining how different instructional approaches affect students' understanding of genetics and their resulting social beliefs. Donovan's work bridges science education, social psychology, and critical race studies to develop evidence-based interventions for more humane genetics education. Scientific Awards Research Worth Reading Award, National Science Teacher's Association (2021) Early Career Research Award, National Association for Research in Science Teaching (2020) Research Worth Reading Award, National Science Teacher's Association (2017) John Evans Gessford Stanford Interdisciplinary Graduate Fellowship in K-12 Education (2014) Herbst Award for Teaching Excellence (2009) As Principal Investigator on three active NSF grants (DRK-12 2452096, ECR-Core 2450246, and IUSE 2450245), Donovan directs significant research efforts to improve genetics education. His work has been featured in major media outlets including The New York Times, The Atlantic, The Independent, and Education Week, demonstrating the societal relevance of his research on the connections between genetics education and prejudice reduction. Dr. Donovan is not currently recruiting new students.

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Pablo Jesús Barniol-Duránمشاهده پروفایل

استادیار

Monterrey Institute of TechnologyMexico

Pablo Jesús Barniol-Durán is an Assistant Professor at the School of Humanities and Education, Tecnológico de Monterrey, Campus Monterrey. His academic profile combines physics expertise with educational innovation, focusing on improving STEM pedagogy through rigorous assessment and instructional design. Education: Industrial Physicist Engineer, Tecnológico de Monterrey PhD in Educational Innovation, Programas en Línea Research Focus: Dr. Barniol-Durán specializes in physics education research , particularly students' conceptual understanding of electromagnetism, vector mathematics, and graphical interpretation. His work employs phenomenographic analysis and diagnostic tool development to identify learning obstacles in electricity/magnetism and kinematics. He investigates how surface features and contextual factors (calculus vs. kinematics) influence conceptual development, with significant contributions to Spanish-language assessment instruments. Publication Trends: His 2015-2025 publications reveal consistent focus on electromagnetism education (Gauss's/Ampere's laws, superposition principle) and assessment methodology. Increasing attention to adaptive learning (2023) and systematic reviews of educational innovation (2021) demonstrates evolving research scope while maintaining core physics education focus. Over 70% of his work addresses Spanish-speaking student populations. Scientific Recognition: National Researcher Level II (SNI, 2020) in Humanities & Behavioral Sciences Distinguished Professors Circle Award (Tecnológico de Monterrey, 2020) Best Titular Professor award by student vote (2020) Research Track Assistant Professor classification (2020) Mexican Researcher Certification Level 2 Teaching Practice: He leads Applied Research Projects I-III and Human Factors Research Methodologies courses, guiding students through problem identification, methodological design, and results analysis. His teaching directly applies his research on conceptual understanding to develop robust research competencies in education students. He actively contributes to UN Sustainable Development Goal 4 (Quality Education) through his pedagogical innovations.

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William H. Cliffمشاهده پروفایل

استاد

Niagara UniversityUnited States

William H. Cliff is a Professor in the Department of Biology at Niagara University's College of Arts and Sciences, where he has taught since 1992. He concurrently serves as a visiting professor in the Department of Physiology and Biophysics at the University at Buffalo School of Medicine and Biomedical Sciences. Dr. Cliff directs Niagara's Program in Public Health and previously led the Pre Health Program and served as Pre-Health Adviser. Educational Background: B.S. in Biological Sciences, Cornell University Ph.D. in Physiology, Cornell University Post Doctoral Studies in Physiology and Biophysics, University of Alabama at Birmingham His research pioneers active learning methodologies in biological sciences, specializing in case-based approaches that repair student misconceptions through core concept frameworks in physiology education. This work bridges theoretical pedagogy with classroom implementation across undergraduate curricula. Scientific Awards and Honors: Carnegie Scholar, Carnegie Academy for the Scholarship of Teaching and Learning Faculty for the 21st Century, Project Kaleidoscope Carnegie Foundation for the Advancement of Teaching Award American Physiological Society Award Dr. Cliff has secured significant research funding including National Science Foundation grants for defining core principles in undergraduate physiology and awards from the American Physiological Society. He serves on the editorial board of Advances in Physiology Education and facilitates workshops for the National Center for Case Study Teaching in Science. His leadership extends to Niagara University's Institutional Animal Care and Use Committee and the University Committee on College Teaching and Learning.

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Susie Morrisseyمشاهده پروفایل

دانشیار

Mercer UniversityUnited States

Dr. Susie Morrissey serves as Associate Professor of Mathematics Education at Mercer University's College of Education, teaching undergraduate and graduate courses while leading initiatives to advance computer science education in rural Georgia. Her work bridges mathematics pedagogy and educational technology across diverse learning environments. Her academic credentials include a PhD in Mathematics Education from Illinois Institute of Technology (2017) and an MAT in Education from Simmons College (2005). Prior to academia, she gained practical experience as a high school mathematics teacher and computer systems analyst. Research focuses on reform-based mathematics teaching practices, language precision in mathematical communication, and overcoming neuromyths in teacher education. She investigates student achievement factors, teacher development challenges, and pandemic-responsive educational resilience, with special emphasis on underserved rural communities. Recent publications (2017-2024) reveal consistent themes in mathematics education research: language analysis in trigonometry/fractions, productive struggle in modeling, and global perspectives on teacher preparation. Her work increasingly integrates computer science education and rural equity considerations. Scientific recognition includes: Cathryn Futral Excellence in Teaching Award (2025) Scarborough Endowed Chair in Education 2024-2026 (2024) As an active scholarly leader, she serves as reviewer for NCTM, PME-NA, AERA, and multiple journals including Mathematics Teacher and Journal of Mathematics Teacher Education, contributing to national discourse on mathematics education standards. Through the Computer Science Endorsement program and rural Georgia initiatives, she develops master teachers for underserved areas while promoting secure digital literacy and data science education across K-12 contexts.

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