جست‌وجوی استاد و پژوهشگر

Aida Olivia Pereira de Carvalho Guerraمشاهده پروفایل

دانشیار

• Problem-Based Learning
• Sustainability in Engineering Education
• Engineering Education
• +۶ مورد دیگر

Aida Olivia Pereira de Carvalho Guerra is an Associate Professor at Aalborg University's Department of Sustainability and Planning, within the Technical Faculty of IT and Design. She serves as Vice-Director of the Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability (UNESCO-affiliated) and is part of the Institute for Advanced Study in PBL. Her research emphasizes Problem-Based Learning (PBL), curriculum development, sustainability integration in engineering education, student agency, and competencies for sustainable development. Education: B.Sc. in Biology and Geology, Faculty of Science, University of Porto (2006) M.Sc. in Geology, University of Porto (2008) PhD in PBL and Education for Sustainable Development in Science and Engineering Education (EESD) (date unspecified) Research Interests: Aida Guerra focuses on advancing pedagogical practices in engineering education, particularly through PBL and Challenge-Based Learning (CBL). Her work explores how educational environments can foster student proactivity, sustainability competencies, and readiness for real-world challenges. She also investigates institutional transformation and academic leadership in global contexts, collaborating with organizations like UNESCO on initiatives promoting sustainable development goals (SDGs). Projects & Grants: Principal Investigator (PI) for projects such as 'ENVIHEI: Student-centered learning for ENVIronmental sustainability at Higher Education Institutions' (2024–2026) and 'Early career engineers' preparedness for transition to work' (2025–ongoing). Co-Investigator (CoI) in collaborative efforts like 'Supporting university student proactivity for social and academic well-being: What PBL can do' (2025). Labs & Teams: She contributes to the Aalborg Centre for Problem-Based Learning and the Institute for Advanced Study in PBL, actively organizing workshops and international conferences on topics like sustainability education and pedagogical innovation.

• Humanitarian Engineering
• Engineering Education
• Environmental Engineering
• +۳ مورد دیگر

Dr. Nick Brown is a Senior Lecturer at RMIT University's School of Engineering, specializing in Humanitarian Engineering and Engineering Education. He co-leads the Humanitarian Engineering Lab, focusing on sustainable development through innovative teaching and research. His roles include Academic Lead for Learning and Teaching Innovation (2024–present), and he has held positions since 2018. Dr. Brown's academic journey includes a PhD from the University of Edinburgh (UK), with prior experience as Research Lead at Engineers Without Borders Australia. Research Interests: Humanitarian Engineering, Engineering Education, Environmental Engineering, Water, Sanitation, and Hygiene (WASH), Sustainable Development, and Disaster/Development Contexts. He integrates experiential learning into curricula, emphasizing global challenges and community-focused solutions. Awards: Australia Award for University Teaching, multiple Engineers Australia and RMIT awards, and Fellowship from the Higher Education Academy (UK). Key Projects: Climate Justice in Bangladesh, Uncrewed Aerial Systems in Humanitarian Action, Social Enterprise in Post-Disaster Reconstruction, and WASH in Timor-Leste. His work aligns with UN SDGs like No Poverty, Quality Education, Clean Water, and Climate Action. Teaching Contributions: Developed the Humanitarian Innovation minor, coordinated large engineering courses (e.g., 1,200+ students), and led curriculum reforms emphasizing WIL (Work-Integrated Learning) and industry collaboration.

Stine Ejsing-Duunمشاهده پروفایل

دانشیار

• Technology education
• Gender equality in STEM
• Making in education
• +۶ مورد دیگر

Stine Ejsing-Duun is an Associate Professor at Aalborg University's Department of Sustainability and Planning, Technical Faculty of IT and Design. She contributes to the UN Sustainable Development Goals through research in Problem-Based Learning (PBL), technology education, gender equality in STEM, and making in education. She serves on the academic council, cooperation committee, and multiple steering/advisory boards. Specializes in humanistic informatics, design thinking, and educational technology Active in PBL research and implementation Focuses on K12 to higher education technology integration Her research explores generative AI applications in education, emotional intelligence development through teamwork, and technological literacy in science education. Recent projects include Generativ AI som ny faglighed i uddannelser på AAU and Building Emotional Intelligence in a PBL environment . She received the Top downloaded paper award in 2020. Supervises PhD student Anne Sofie Brodersen Lütken Active in workshops/seminars on playful learning approaches Participant in educational policy debates and media contributions

Lone Kroghمشاهده پروفایل

دانشیار

• Problem-Based Learning
• Higher Education Pedagogy
• Student Experience
• +۳ مورد دیگر

Lone Krogh is an Associate Professor at the Department of Culture and Learning within the Faculty of Social Sciences and Humanities at Aalborg University. She is affiliated with the Collaborative Organizational Learning (CO-LEARN) group and the Children and Youth Research Network. Her work focuses on problem-based learning (PBL), student experience, and psychosocial challenges in higher education. She has held positions in vocational teacher education from 1990-1996 and currently leads/co-leads multiple research projects on PBL, employability, and student well-being. Key research interests include: Problem-Based Learning methodologies and their institutionalization Student engagement and employability competences Psychosocial aspects of university life Curriculum design in higher education Her recent projects include 'Masteruddannelse - et livsprojekt eller et kompetenceudviklingsprojekt?' (ongoing since 2010) and 'PBL og entreprenørskab' (2018-2019), exploring PBL's role in fostering entrepreneurial skills. She actively participates in educational conferences and media discussions on student mental health and university reform. Leveraging over 25 years of experience, Krogh's work bridges pedagogical theory with practical university practices, emphasizing student-centered approaches and institutional innovation.

Pernille Heyckendorff Secherمشاهده پروفایل

دانشیار

• Telemedicine
• Digital Health Technologies
• Chronic Disease Management
• +۳ مورد دیگر

Pernille Heyckendorff Secher is an Associate Professor in Nursing Science at the Department of Health Science and Technology, Aalborg University (Faculty of Medicine). She holds a PhD in Medical Informatics and has expertise in telemedicine, digital health technologies, and chronic disease management. Her research focuses on co-creating telehealth solutions to empower patients and improve healthcare efficiency. She is also involved in pedagogical innovation, particularly integrating blended learning and problem-based learning (PBL) in health education using digital tools like virtual reality and podcasts. Education: PhD in Medical Informatics (Aalborg University, 2016) MSc in Clinical Science and Technology (Aalborg University, 2012) Bachelor’s in Nursing Education (University College of Northern Denmark, 2010) Research Interests: Telemedicine for chronic diseases (COPD, diabetes in pregnancy), patient empowerment through technology, digital health tools, and pedagogical approaches for Generation Z learners. She emphasizes co-creation with clinicians and patients to design effective solutions. Teaching Contributions: Advocates for blended learning and PBL integration in health education, focusing on dynamic, multimedia-based methods to engage Gen Z students. Leads projects using VR and podcasts for reflective practice in nursing. Administrative Roles: Semester-coordinator at Clinical Science and Technology (Aalborg University). Active in UN Sustainable Development Goals related to health and education. Collaborations: Works with clinicians, patients, and interdisciplinary teams on telehealth projects. Involved in large-scale trials like the Danish TeleCare North Trial.

• Higher Education Pedagogy
• Pedagogical Innovations
• Curricular Innovations
• +۲ مورد دیگر

Denis Bédard is a Full Professor in the Faculty of Education at the University of Sherbrooke, specializing in higher education pedagogy, pedagogical innovations, contextualized learning, and digital pedagogy. His work bridges theoretical frameworks with practical applications across diverse academic disciplines. His academic credentials include: Ph.D. in Educational Psychology, McGill University (1993) M.A. in Education Sciences, Université de Sherbrooke (1986) B.Éd. in Maladjusted Childhood, Université de Sherbrooke (1984) Bédard's research examines how pedagogical training transforms university teaching practices, with particular focus on problem-based learning (PBL) implementation and digital learning environments. He investigates epistemic postures of tutors, competency-based curriculum design, and the professionalization of teaching in academia. His medical education work analyzes clinical teaching frameworks and assessment criteria for practical training stages. His publication trends (2014-2017) reveal strong emphasis on faculty development resources, with approximately 35% of output dedicated to medical/engineering education contexts. Key themes include PBL tutoring strategies, digital pedagogy integration, and scholarship of teaching and learning frameworks. Scientific awards: No specific awards mentioned in source material As co-researcher on the $399,900 CRSH-funded project "Effects of pedagogical training on university professors' practices" (2013-2018), Bédard collaborated with institutions including UQAM, University of Lyon, and University of Ottawa. His grant work focuses on measuring short-term impacts of intensive teaching training for new professors through classroom observation methodologies. He contributes to pedagogical infrastructure development including analytical grids for teaching practice evaluation and frameworks for competency-based medical curriculum renewal at Université de Sherbrooke.

Stefanie Carterمشاهده پروفایل

استادیار

• learner engagement
• fostering teamwork
• online learning
• +۶ مورد دیگر

Dr. Stefanie Carter serves as Assistant Professor and Director of Faculty Affairs within Academic Affairs at Nova Southeastern University's Dr. Kiran C. Patel College of Allopathic Medicine. Since joining in 2016, she leverages over 14 years of NSU experience across the Huizenga College of Business, Office of Innovation and Information Technology, and College of Osteopathic Medicine to drive faculty development and curriculum innovation. Her academic credentials from NSU include: Bachelor of Science in Business Administration (minors: Leadership and Management) Master of Science in Leadership Doctor of Education (dual concentrations: Organizational Leadership and Instructional Technology and Distance Education) Dr. Carter's research centers on transformative medical education practices, with emphases on learner engagement, problem-based learning methodologies, technology-enhanced instruction, and faculty development frameworks. Her work specifically targets student success metrics in online and active learning environments while advancing medical pedagogy through evidence-based teaching strategies. As a core PBL (Problem-Based Learning) facilitator in pre-clerkship medical education, she directly shapes student learning experiences. Her leadership in faculty affairs encompasses comprehensive development programming, training initiatives, and technology implementation that strengthen institutional teaching capacity across NSU's academic ecosystem.

• Engineering Education
• Technology-Enhanced Learning
• AI in Education
• +۶ مورد دیگر

Christian Stöhr is a Professor at Chalmers University of Technology's Department of Communication and Learning in Science. His research focuses on technology-enhanced learning in engineering education, including flipped and hybrid teaching methods, AI in education, and Massive Open Online Courses (MOOCs). He also investigates science communication and the role of knowledge in governance contexts. Current projects include Navigating Large Language Models , 4S , and ENHANCE collaborations. He supervises two PhD students and a post-doc, and serves as Director of Studies for the Graduate School 'Communication and Learning in STEM'. Research interests span engineering pedagogy, digital learning environments, interdisciplinary groupwork, and AI integration in education. His work bridges formal and informal learning, emphasizing sustainable educational practices. The 15 most recent articles (2025–2023) reflect trends in hybrid learning, AI chatbot usage, social regulation of learning, and MOOC development. Themes include pedagogical innovation, cross-cultural integration, and ethical implications of AI tools. Teaching includes CLS905 'Supervising Research Students' and leadership in interdisciplinary PBL across Nordic institutions. His projects involve collaborations with European Commission, VINNOVA, and EIT, focusing on mechanical engineering labs, nuclear safety courses, and teacher development in AI/MOOC design.

Cassendra Bergstromمشاهده پروفایل

دانشیار

• Educational Psychology
• STEM Education
• Gender Studies in STEM
• +۳ مورد دیگر

Cassendra Bergstrom is an Associate Professor in the School of Psychological Sciences at the University of Northern Colorado. She holds a Ph.D. in Educational Psychology from UNC, followed by a postdoctoral fellowship at the Math and Science Teaching Institute, focusing on geoscience education and gender equity. Her research explores motivation, learning environments, and gender issues in STEM, particularly how departmental practices affect female student retention. She teaches courses in undergraduate and graduate psychology, emphasizing lifespan development, educational psychology, and cognitive instruction. Education: Postdoctoral Researcher, Math and Science Teaching Institute (UNC) Ph.D. in Educational Psychology (UNC) M.S. in Experimental Psychology (Emporia State University) B.S. in Psychology (Baker University) Research Interests: Dr. Bergstrom investigates transformative learning experiences, gender equity in STEM, problem-based learning (PBL), and the intersection of motivation and instructional methods. Her work highlights how classroom environments and pedagogical approaches impact student engagement, particularly for underrepresented groups. Recent projects include analyzing geoscience departmental practices to improve recruitment and retention of female students. Grants & Advising: Though specific grants are not detailed, her NSF-funded postdoctoral work underscores her research impact. She advises students in Educational Psychology, focusing on mentorship within diverse academic settings. Labs/Teams: Collaborates with the Math and Science Teaching Institute and interdisciplinary teams addressing STEM equity. Her research frequently engages with geoscience departments to develop inclusive educational strategies.

• Science Education
• STEM Education
• Teacher Professional Learning
• +۷ مورد دیگر

Dr. Jennifer Mansfield is a Senior Lecturer in the School of Curriculum Teaching & Inclusive Education at Monash University. Her research focuses on science education, teacher professional development, and problem-based learning (PBL) in STEM contexts. She leads multiple ARC-funded projects exploring PBL principles, teacher agency, and pedagogical equilibrium. Research Interests : Teacher professional knowledge development Science as a human endeavour Effective use of practical work in science education Critical and creative thinking in STEM Collaborative research with teachers and students Recent Work : Recent publications highlight her focus on PBL implementation, teacher agency during the pandemic, and frameworks for pedagogical equilibrium. She collaborates internationally on STEM education initiatives and leadership programs. Awards : Dean’s ECR Project Award (2017) Jeff Northfield Memorial Award (2019) Monash Warwick Alliance Activation Award (2023) Grants & Projects : ARC-funded Exploring Problem-Based Learning in Schools (2020-2025) Building Leadership for Change through School Immersion (2024) Leadership in STEM curriculum development Her work contributes to UN SDGs related to quality education and sustainable development through innovative teaching strategies.

• Metabolic Medicine
• Chemical Pathology
• Obesity Research
• +۵ مورد دیگر

Suha Al-Naimi is an Associate Professor in Nutrition and Human Health at the University of Suffolk's School of Allied Health Sciences. She holds an MB ChB from Baghdad Medical School, an MSc in Chemical Pathology & Molecular Biology from the University of Surrey, and a PhD in Chemical Pathology & Metabolic Medicine from the University of Liverpool. Her professional qualifications include Fellow Higher Education Academy (2017) and Registered Nutritionist (2016). Her research focuses on metabolic medicine, obesity, regenerative medicine, and the interplay between gut hormones and microbiota. She has pioneered studies on augmented reality platforms for asthma education and led investigations into obesity's role in COVID-19 outcomes. She currently serves as Course Leader for modules like Clinical Nutrition and Scientific Study Skills, integrating problem-based learning (PBL) and interprofessional learning (IPL) methodologies. As Principal Investigator, she examined an AR-driven asthma care education tool, while co-leading a study on obesity's impact on severe COVID-19 outcomes. Her work has produced over a dozen peer-reviewed publications and presentations, including landmark studies on Giardia pathogenesis and shift work metabolic effects. She actively advises PhD candidates exploring sustainable nutrition and obesity-related self-harm mechanisms. Professionally, she maintains membership in the Royal College of Pathologists and contributes to interdisciplinary teams advancing metabolic and regenerative medicine research.

Daniel Brewerمشاهده پروفایل

استاد

• Cancer Bioinformatics
• Prostate Cancer
• Genomics
• +۵ مورد دیگر

Professor Daniel Brewer is a leading academic in Medical Bioinformatics and Genomics at the University of East Anglia, specifically within the Norwich Medical School . His roles include heading the Cancer Genetics Team, serving as Deputy Director of the Metabolic Health Research Centre, and leading bioinformatics initiatives in global prostate cancer consortia. Brewer holds a PhD in Computational Biology from University College London and has over a decade of experience in applying large-scale 'omics data to improve clinical outcomes for prostate cancer patients. His research focuses on genomic sequencing studies, cancer subtype classification, biomarker development (e.g., the Prostate Urine Risk score), and the role of bacteria in cancer. Notable contributions include leading the CRUK-ICGC Prostate UK group, expanding it into the Pan-Prostate Cancer Group (PPCG), and developing the SEPATH pipeline for pathogen detection in genomic data. He is also active in teaching, including Problem-Based Learning (PBL) tutoring and supervising 6 PhD students. Brewer has secured grants totaling millions from organizations like Prostate Cancer UK and the National Institute for Health. He chairs the bioinformatics committee for the Prostate UK group and contributes to global initiatives like Genomics England’s 100,000 Genomes Project. His work has yielded over 76 publications in journals like Nature and Science , and he received the 2022 European Urology Oncology SoMe Award. Education: MSci Physics (Imperial College London), MRes Biological Complexity (UCL), PhD Computational Biology (UCL) Key Projects: Leveraging PPCG data for prostate cancer prediction, PURSuiT biomarker validation, bacterial-in-cancer studies Grants: Prostate Cancer UK (£2.5M), Movember Foundation (£1.8M), Big C Appeal (£1.1M) Leadership: Norwich Cancer Research Network (NCRN) founder, UEA Biomedical Review Committee member Brewer’s lab focuses on translating genomic insights into clinical tools, with ongoing efforts to develop diagnostic tests and improve treatment strategies for aggressive prostate cancers.

Rose Marraمشاهده پروفایل

استاد

• Technology-Enhanced Learning Environments
• STEM Education
• Online Learning Strategies
• +۳ مورد دیگر

Rose Marra is a Professor and Director at the School of Information Science & Learning Technologies, University of Missouri. She holds a PhD from the University of Colorado (1996) following an MS in Computer Science from the University of Kansas (1984) and a BS from Rockhurst University (1984). Her research focuses on technology-enhanced learning environments, STEM education, and online learning design. Prior to academia, she worked as a software engineer at AT&T Bell Labs. Education: PhD in Educational Leadership & Innovation, University of Colorado (1996) MS in Computer Science, University of Kansas (1984) BS in Computer Science, Rockhurst University (1984) Professional Roles: Professor at University of Missouri since 2000 Former Assistant Professor at Pennsylvania State University (1996–2001) Director of Instructional Services, Penn State (1996–2001) Dr. Marra’s work emphasizes problem-based learning in engineering education, leveraging technology to foster metacognition and self-directed learning. She co-developed the SeeBeefGenetics cattle breeding simulation and pioneered the SeQoL online learning efficacy questionnaire. Her research addresses gender equity in STEM and the impact of remote learning transitions on engineering students. Her publications analyze student self-efficacy, remote learning challenges, and curriculum design. She collaborates on initiatives like the Iron Range Engineering PBL Curriculum and the National Girls Collaborative Project to enhance diversity and inclusion in engineering.

Annie Aarup Jensenمشاهده پروفایل

دانشیار

• Problem-Based Learning
• Higher Education
• Student Experience
• +۳ مورد دیگر

Annie Aarup Jensen is an Associate Professor at the Department of Culture and Learning within the Faculty of Social Sciences and Humanities at Aalborg University. She is affiliated with the Centre for Education Policy Research (CfU). Her research focuses on Problem-Based Learning (PBL), student experience, interdisciplinarity, and mental health in higher education. She has contributed to over 96 publications and 15 research projects, including work on PBL methodologies, student well-being, and decolonizing educational frameworks. Key projects include investigations into psychosocial challenges faced by students and the integration of co-creation in PBL environments. Her research interests emphasize the cultural and social dimensions of learning, with a particular focus on Nordic educational systems and global educational equity. She has engaged in media discussions addressing student mental health and university culture, highlighting systemic issues and potential interventions. Jensen’s work bridges pedagogical innovation with practical applications, aiming to enhance both academic and personal development in higher education contexts. Publications trends reflect a strong focus on PBL pedagogy, student inclusion, and interdisciplinary approaches. Recent work addresses decolonial perspectives in education and the psychosocial dynamics of academic environments. She has collaborated extensively with institutions and researchers across Denmark and internationally, contributing to educational policy and curriculum development initiatives.

Rune Gram Hagel Jensenمشاهده پروفایل

مدرس مشاور

• Problem-Based Learning
• Digital Learning
• Educational Technology
• +۴ مورد دیگر

Rune Gram Hagel Jensen is a Digital Learning Consultant at Aalborg University’s Center for Digitally Supported Learning , affiliated with the Institute for Advanced Study in PBL . His work focuses on project management , AI in education , and digital competence development for teachers and administrators. Education: Master of Science in Technoantropology, Bachelor in Politics and Administration. Research Interests span Problem-Based Learning (PBL) , Digital Learning , Learning Analytics , and Artificial Intelligence (AI) , with a focus on inclusive education and UN Sustainable Development Goals . His projects often address developmental and attention difficulties in mainstream schools. Recent articles highlight digitalization strategies , PBL models , and interdisciplinary design principles for educational technology. Activities include organizing 2024 DUN Conference and contributing to 2023 EAI DLI Conference .