Søren Lindhardt is a Teaching Associate Professor at Aalborg University's Department of Communication and Psychology within The Faculty of Social Sciences and Humanities. His research focuses on communication, organizational behavior, environmental humanities, and narrative theory, particularly in fanfiction and workplace dynamics. He is actively involved in interdisciplinary research initiatives such as the Environmental Humanities Cluster and Green Societies . His academic work spans publications in literary studies, healthcare communication, and organizational behavior, including a 2023 article on carrier bag methodology in fanfiction and a 2009 report on healthcare research. Lindhardt has participated in numerous projects, including studies on workplace communication, problem-based learning models, and environmental humanities. Research Highlights: Carrier Bag Methodology, Theory of Fiction, Organizational Communication Key Projects: Environmental Humanities Cluster (2021–present), Realisering af en kritisk universitetspædagogik (2010–present) Lindhardt has delivered talks at events like the Nordiske Medieforskerkonference and contributed to media discussions on societal issues. His work integrates qualitative methods with interdisciplinary approaches to address contemporary challenges in academia and society.
Laura McCall is an Assistant Professor in the Department of Physician Assistant Studies at the University of Saint Francis. She focuses on active learning methodologies, including Problem-Based Learning (PBL) and Team-Based Learning (TBL), and actively contributes to interprofessional education initiatives through her role on the Fort Wayne Area Interprofessional Education Consortium. Her clinical practice is in Urgent Care, and she previously served as a Clinical Coordinator. Education: Laura holds a Master’s degree, with her thesis on Neurological and Neurodevelopmental Outcome of Marked Hyperbilirubinemia During Infancy , presented at the National Perinatal Association Annual Clinical Conference in 1999 and published in the Journal of Perinatology (2000). Research Interests: Her academic focus spans clinical specialties such as Cardiology, Hematology/Oncology, and Women’s Health, alongside pedagogical innovation in healthcare education. She emphasizes practical application of knowledge to enhance student engagement and retention. Teaching and Clinical Roles: She teaches courses including Clinical Problem Solving and oversees clinical rotations in Obstetrics and Gynecology, Urgent Care, and Gastroenterology. Her teaching philosophy centers on optimism and fostering student confidence to tackle complex material. Labs/Teams: Laura collaborates with interdisciplinary teams in healthcare education and clinical practice, particularly through interprofessional initiatives at her institution.
Jamaal R. Young is an Associate Professor at Texas A&M University and Director of the Aggie STEM TEACHING, LEARNING & CULTURE initiative. He holds a Ph.D. in Curriculum and Instruction from Texas A&M (2011), an M.Ed. (2008), and a B.S. in Biomedical Engineering (2004). His research focuses on STEM equity, particularly examining how opportunity structures (e.g., teacher quality, technology access) impact traditionally underrepresented students’ STEM dispositions and identities. He employs meta-analysis, research synthesis, and large-scale data analysis to study factors like racial bias, income level, and gender inequity. Dr. Young has secured funding from NASA and NSF, and serves as an associate editor for the Journal of Urban Mathematics Education and on the editorial panel of the Journal for Research in Mathematics Education . Key research interests include Black students’ mathematics identity, culturally responsive pedagogy, and the role of out-of-school activities in STEM engagement. He has advised two doctoral students: Julia Elise Calabrese (2022) and Ashley Marrie Williams (2022). Courses taught include EDCI685 (Directed Studies), EDCI720 (Engineering Design in School Teaching & Learning), and MASC351 (Problem Solving in Math). His work bridges education policy, equity, and urban STEM contexts, emphasizing systemic barriers and culturally informed solutions. Editorial Roles: Journal of Urban Mathematics Education (Associate Editor), Journal for Research in Mathematics Education (Editorial Panel) Funding: NASA, National Science Foundation (NSF) Key Themes: QuantCrit methodology, STEM identity development, and equitable learning environments. Dr. Young’s publications span over two decades, addressing topics from Black girls’ STEM perceptions to the impact of technology in urban classrooms. His research consistently advocates for equity-centric educational practices, informed by both quantitative rigor and critical social theory.
Murat BAŞ is a Lecturer at Kirsehir Ahi Evran University's Faculty of Education, Department of Primary Education, since 2023. He holds a PhD in Classroom Education (2015-2021) and an MA in Education from the University of Warwick (2011-2013). Education: PhD (Classroom Education, Gazi University), MA (Education, University of Warwick), BA (Management Information Systems, Anadolu University), BA (Basic Education, Erciyes University), BSc (Physics, Gaziosmanpasa University) His research focuses on Mathematics Education, Educational Technology, and Curriculum Development. He explores integrated teaching approaches, digital tools like interactive smart boards, and historical contexts in math education. Recent publications analyze 2024 primary education curriculum reforms, interdisciplinary use of mathematics in life sciences, and Web 2.0 tools in classrooms. His work emphasizes pedagogical innovation and cross-disciplinary alignment. Scientific Award: Ministry of Education Abroad Graduate Study Scholarship (2010) He supervised Master's theses on mathematics teaching strategies and social studies curriculum analysis. Professional roles include editorial responsibilities at TAY Journal and Kirşehir Education Faculty Journal .
Dr. Yvonne Delaney is an Associate Professor in the Department of Management & Marketing at the University of Limerick , Ireland. She combines academic expertise with over 15 years of senior management experience in multinational manufacturing, electronics, and nutritional food sectors. Her work aligns with UN Sustainable Development Goals, particularly Climate Action . Education : Fellowship in APICS® (Supply Chain & Operations Management Institute) MBA (Hons) from the University of Limerick Qualified accountant (ACCA) Delaney’s research focuses on Problem-Based Learning (PBL) and its application in frontline manager development. Her work spans SMEs, workplace learning, and sustainable supply chain practices, often using mixed-methods and case study approaches. Key Research Trends : Recent publications highlight PBL in SMEs, transitions from traditional to PBL in management education, and gender-focused entrepreneurship. Her work integrates SDG principles, particularly sustainable supply chain practices and leadership development. Scientific Awards : Shortlisted for the University of Limerick Excellence in Teaching Award (2007) Delaney accepts PhD students and has contributed to grants and projects focused on management education and sustainable practices. She actively engages with external organizations like IPICS Supply Chain Institute.
Simin Nadjm-Tehrani is a Professor and Head of Unit at Linköping University's Department of Computer and Information Science (IDA), leading the Real-time Systems Laboratory (RTSLAB) since 2000. She holds a PhD in Computer Science from Linköping University (1994) and previously served as a full professor at the University of Luxembourg (2006–2008). Her research focuses on cybersecurity, dependability in distributed systems, and formal methods for safety-critical applications. Key research areas include adaptive anomaly detection in critical infrastructures, energy-efficient protocols, and formal analysis of safety protocols. She leads the NEST-project on AI for cyber attack identification and contributes to the Wallenberg AI, Autonomous Systems and Software Program (WASP). Her work addresses challenges in smart grids, edge computing, and secure communication protocols. Publications emphasize practical applications of formal verification in tree ensembles, SCADA systems, and avionics. She organized the 2019 CRITIS conference and collaborates with industry on edge computing benchmarks and secure IoT architectures. Her educational contributions include curriculum design for problem-based learning (PBL) and gender equity initiatives in computer science. Professional roles include leadership in the Software and Systems (SAS) division at IDA, where she oversees interdisciplinary projects combining safety and security constraints. Current efforts target resilient information systems for societal functions like energy and transportation.
Dr. Andy Walker is the Department Head and Associate Professor in the Department of Instructional Technology & Learning Sciences at Utah State University (USU), part of the Emma Eccles Jones College of Education and Human Services. He holds a PhD (2002) and MS (2000) in Instructional Technology from USU and a BA in English (1995) from Washington State University. His research focuses on problem-based learning (PBL), meta-analysis methods, and geoscience education through augmented reality applications. Notable projects include the NSF-funded Geoscience Apps initiative, which developed mobile field-trip simulations for geology education, and collaborative work on scaffolding’s impact in STEM education. He has co-authored influential books like Essential Readings in Problem-Based Learning (2015) and over 50 peer-reviewed journal articles. Walker has secured grants totaling over $700,000, including NSF awards for geoscience education technology and meta-analytic studies of scaffolding. His teaching spans courses on PBL, multimedia programming, and professional development for educators. He has served on USU’s College Research Council, Faculty Senate, and departmental committees, contributing to curriculum design and admissions decisions. Research Highlights: Bayesian meta-analyses, PBL implementation in teacher training, and virtual geology field trips. Grants: Co-PI for NSF projects ($240,737 for Geoscience Apps, $297,434 for scaffolding meta-analysis). Labs/Teams: Collaborations with Brett Shelton and Joel Pederson on geoscience education technology; partnerships with Brian Belland on scaffolding research.
Mahnaz Moallem is a Professor and Chair of the Department of Learning Technologies, Design & School Library Media at Towson University (Maryland). Formerly a Professor and Research/Grant Coordinator at the University of North Carolina Wilmington (1993–2018), she holds a Ph.D. in Instructional Systems Design from Florida State University. Her expertise centers on Problem-Based/Project-Based Learning (PBL), STEM education, and assessment of complex learning outcomes like problem-solving and critical thinking. Education: Ph.D., Instructional Systems Design, Florida State University, 1993 M.S., Educational Technology, School of TV and Cinema, Tehran, Iran, 1980 B.A., English Translation, College of Translation, Tehran, Iran, 1976 Research Interests: Mahnaz specializes in applying PBL frameworks to STEM fields, integrating computational modeling/simulation into curricula, and evaluating learning outcomes. She emphasizes technology-enhanced learning environments and has pioneered programs using PBL for skill development. Her work bridges theory and practice, addressing both K-12 and higher education contexts. Grants & Projects: Principal Investigator for Maryland Center for Computing Education grants ($49,736) Co-PI for NSF-funded initiatives like the IDEA-STEM program ($188,061) Lead on projects advancing teacher training in computational thinking and STEM integration Awards: Recipient of multiple teaching, research, and mentorship awards. Served as a Rotating Scientist at the National Science Foundation (NSF). Labs/Initiatives: Collaborates internationally on STEM education projects and serves on editorial boards for journals like TechTrends and Malaysian Journal of Learning and Instruction .
Professor Stamatina Iliodromiti is a Professor of Obstetrics and Gynaecology at Queen Mary University of London's Wolfson Institute of Population Health, where she serves as Unit Lead for Women's Health and Deputy Lead for the Centre of Public Health and Policy. She is also a Consultant Obstetrician and Gynaecologist at the Royal London Hospital with special expertise in reproductive endocrinology and menopause. Her educational background includes a PhD from the University of Glasgow, an MSc in Epidemiology from the London School of Hygiene and Tropical Medicine, and a Masters in Medical Education from the Karolinska Institute. After completing her training in Obstetrics and Gynaecology in Glasgow, she was appointed as a Senior Lecturer and Consultant in London in 2018. Professor Iliodromiti's research focuses on reproductive and perinatal epidemiology, with expertise in big data analysis, data linkage, metabolic medicine, and reproductive endocrinology. Her work spans reproductive health across the life course, cardiometabolic outcomes, and prediction modeling. She has published extensively in high-impact journals including The Lancet , Plos Medicine , European Heart Journal , and BMJ . Her recent publications demonstrate expertise in reproductive epidemiology, ethnic health disparities, menopause research, and pandemic-related pregnancy outcomes. She has contributed significantly to large-scale studies including the RECOVERY trial for COVID-19 treatments and the COMMA initiative for standardizing menopause research outcomes. She is actively involved in teaching and mentoring medical and postgraduate students, leading the module on life-course approach in sexual and reproductive health, and providing PBL (Problem-Based Learning) for medical students.
Dr. Susanne P. Lajoie is a Professor in the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. She holds prestigious titles including Distinguished James McGill Professor and Fellow of the Royal Society of Canada. Her research focuses on applying cognitive theories to technology-enhanced learning environments, emotion in learning, medical problem-solving, and team effectiveness. She directs the Advanced Technologies for Learning in Authentic Settings (ATLAS) Lab, exploring real-world applications of educational technology. Education: Ph.D., Educational Psychology, Stanford University (USA) M.A., Educational Psychology, McGill University (CA) B.A., Psychology, McGill University (CA) Research Interests: Her work integrates cognitive processes, affective dynamics, and technology to improve learning outcomes in medical education, STEM, and collaborative environments. She investigates how emotions influence problem-solving in medical diagnostics and how technology can scaffold learning through adaptive systems like dashboards and mobile apps. Awards: 2021 ACFAS Jeanne-Lapointe Prix 2017 AERA TICL SIG Collaboration Award Royal Society of Canada Fellowship Advising & Labs: No longer accepting new students. Leads the ATLAS Lab, which develops innovative learning technologies for authentic settings such as healthcare training and PBL scenarios. Current projects include emotion-aware systems and longitudinal studies on social media impacts.
Dan Jiang is a Research Fellow in the Department of Sustainability and Planning at Aalborg University's Technical Faculty of IT and Design, Denmark. His work centers on advancing problem- and project-based learning (PBL) frameworks within engineering and sustainability education, with significant contributions to pedagogical development and learner agency research. His primary research focuses on Project-Based Learning, Problem-Based Learning, and Engineering Education, examining how sustainability principles integrate into curricula through student-centered approaches. Recent work investigates learner agency in sustainability contexts using Q methodology, self-regulated learning dynamics, and professional development for early-career academics in PBL environments. His fingerprint analysis confirms strong specialization in educational methodologies applied to engineering and sustainability domains. Publications since 2024 reveal a concentrated trend toward sustainability-infused PBL, with increasing emphasis on methodological rigor through scoping/systematic reviews and empirical studies measuring student agency. Key themes include environmental sustainability in engineering design, pedagogical challenges for first-year students, and institutional adaptation for sustainability education. Scientific recognition includes: Best Scientific Research Poster 2024 (awarded with Gupta, Ali, Fink, and Du) Dr. Jiang supervises PhD candidates including N. E. R. Lyngdorf, whose thesis addresses PBL challenges in engineering education. As Co-Investigator on the ENVIHEI project (2024-2026), he develops student-centered learning frameworks for environmental sustainability across higher education institutions, focusing on educational materials and institutional implementation. He actively participates in the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Institute for Advanced Study in PBL, and Learning Lab Research Group, driving institutional PBL innovation through workshops like the 2024 Academic Leadership for Pedagogical Change event.
Professor Katja Strohfeldt is a Professor of Pharmaceutical Chemistry and Associate Pro-Vice-Chancellor (Education and Student Experience) at the University of Reading. She leads strategic initiatives in teaching and learning across multiple schools, including Agriculture, Archaeology, Built Environment, and Mathematical Sciences. Her academic career includes roles as School Director of Teaching and Learning and Warden of Stenton Hall. Strohfeldt earned a PhD in Chemistry from the University of Wuerzburg, Germany, followed by postdoctoral research in Dublin on metal-based anti-cancer drugs. She joined the University of Reading in 2006 and was promoted to Professor in 2018. Her research focuses on anticancer drug design (particularly titanocene and ruthenium complexes), quality assurance of herbal medicines, and innovative teaching methods like problem-based learning (PBL). Her textbook Essentials of Inorganic Chemistry integrates PBL case studies for pharmacy education. Awards include University Teaching Fellow and Principal Fellow of the Higher Education Academy. She sits on the British Pharmacopoeia’s Expert Advisory Group and contributes to regional academic governance. Key achievements include advancing data-driven improvements in teaching quality, developing PBL frameworks for large classes, and publishing over 40 peer-reviewed articles. Her research group explores thrombosis modulation via metal complexes and herbal medicine standardization.
Ane Katrine Bislev is an Associate Professor in the Department of Politics and Society at Aalborg University, Faculty of Social Sciences and Humanities. She currently serves as Acting Head of Department and is a key member of the REGIS (Regional and International Studies) and MIX (Center for Displacement, Migration and Integration) research groups. Her research centers on contemporary Chinese politics, with a focus on digital governance, labor markets, soft power, and cross-strait relations. She explores how digital platforms mediate domestic labor in China, how nationalist discourse shapes perceptions of Taiwan, and how China leverages economic and cultural tools in its foreign relations, particularly in the Arctic and Europe. The analysis of her recent publications reveals a consistent thematic focus on governance, categorization, and digital transformation in China. Her work spans political science, sociology, and international relations, often adopting interdisciplinary and discourse-analytic approaches. She investigates how state and societal actors interact in digital spaces, how identities are constructed, and how global dynamics are refracted through local contexts. Bislev has received research funding from the Independent Research Fund Denmark for projects such as CatCh: Ruling through Division and MDMP: Moving Data-Moving People , which examine categorization and social credit systems in China. She actively participates in academic networks and has organized international workshops on trust, governance, and China studies. She advises on educational innovation, particularly through problem-based learning and internships, and has contributed to curriculum development in international studies. Her engagement extends to public discourse through frequent media appearances on Sino-global affairs.
Kirsten Jæger is an Associate Professor in the Department of Culture and Learning at Aalborg University, under the Faculty of Social Sciences and Humanities. Her work is deeply embedded in the study of intercultural communication, internationalization and de-internationalization of higher education, and multicultural learning contexts. She is actively involved in research projects and academic publishing, with a strong focus on Danish and Nordic educational systems. Associate Professor, Department of Culture and Learning, Aalborg University Research focus: Intercultural Communication, Internationalization of Higher Education, PBL, Language Policy Involved in major projects: 'DeInt: De-Internationalisation of Higher Education', 'PBL and Multicultural Teamwork' Active contributor to journals and book chapters on educational policy and intercultural dynamics Her research interests center on the evolving dynamics of international education in the Nordic context, particularly how policies shift between openness and nationalism. She explores how multicultural teams function in educational settings, the role of language in inclusion, and the impact of global trends like 'polycrisis' on higher education. Her work critically engages with concepts such as welfare nationalism, decolonizing educational mindsets, and the Bologna Process. The analysis of her recent publications reveals a strong thematic consistency in examining the tension between internationalization and national retrenchment in higher education. Her articles span disciplines including education policy, intercultural communication, and sociolinguistics, with recurring sub-fields such as multicultural teamwork, language policy, and educational governance. There is a clear trend toward critical policy analysis, especially regarding how Denmark navigates global educational trends amid rising nationalism. Scientific Awards No formal awards listed in the provided text. Kirsten Jæger has been actively involved in research supervision, with evidence of PhD supervision (3 supervisees indicated). She has led and participated in multiple research projects funded or organized through Aalborg University, such as 'Centre for Health Communication' and 'Global Graduates'. These projects often focus on intercultural competence, knowledge sharing, and the development of global graduates. She has also contributed to public discourse through media appearances and educational outreach. Her work is closely tied to collaborative research teams and institutional initiatives at Aalborg University, particularly those centered on Problem-Based Learning (PBL), multicultural teamwork, and intercultural communication. Projects like 'DeInt' and 'International Learning Environment' reflect her leadership in interdisciplinary teams focusing on educational transformation. She is also associated with the Share-PBL Institute for Advanced Study in PBL, indicating deep engagement with pedagogical innovation.
Kurt Nørmark is an Associate Professor in the Department of Computer Science at Aalborg University, under The Technical Faculty of IT and Design, Denmark. He is actively engaged in research and teaching, particularly in the areas of programming education and programming language design. His research interests focus on Object-Oriented Programming , Programming Languages , Program Understanding , and Educational Technology in introductory programming. He has explored the use of video and digital tools to enhance student learning in programming courses, contributing to modern pedagogical approaches. The recent publications reflect a consistent trend in computing education , emphasizing gradual abstraction , program documentation , and student engagement through multimedia. These works are primarily situated within the broader fields of Computer Science Education and Educational Technology. Kurt Nørmark has participated in educational research projects, including the PBL Exchange initiative, which supports Problem-Based Learning through IT platforms. While no formal list of advisees or awards is provided, his contributions to curriculum development and digital teaching tools indicate active involvement in academic mentoring and educational innovation. He is associated with research initiatives aimed at improving teaching methodologies in computer science, particularly through the integration of videos and digital platforms in classroom settings.
