جست‌وجوی استاد و پژوهشگر

• Cell Biology
• Reproductive Biotechnology
• Sperm Physiology
• +۸ مورد دیگر

Elisabeth Pinart Nadal is a Professor in the Department of Biology at the University of Girona (UdG), affiliated with the Faculty of Medicine and the Institute of Agro-Food Technology. Her research is conducted through the Animal and Human Reproduction Biotechnology Research Group (TechnoSperm), where she leads studies on gamete physiology, cryopreservation, and fertility preservation. Research Interests: Her work spans reproductive biotechnology, focusing on sperm and oocyte biology, in vitro fertilization, embryo development, and molecular analysis of gametes. She also contributes to biomedical research on septic shock-induced myocardial dysfunction and anastomotic dehiscence in rectal cancer surgery. Publication Trends: Her recent publications emphasize ion channels in sperm physiology, cryopreservation technologies, and boar sperm quality—reflecting a strong integration of basic science with agricultural and clinical applications. Many articles appear in high-impact, Q1 journals, particularly in special issues she has guest-edited. Scientific Recognition: Guest Editor of 4 Special Issues in Q1 journals including International Journal of Molecular Sciences and Animals Teaching and Mentoring: She teaches histology in the Medicine program and mentors students through bachelor’s, master’s, and doctoral theses. She leads teaching innovation projects and participates in the Erasmus+ and Tutorial Action Plan (PAT). Grants and Projects: She has participated in 16 national competitive projects and 45 industry contracts, currently serving as Principal Investigator in three clinical collaborations with Girona Clinic, BarcelonaIVF, and IdIBGi. Laboratory and Team: She is a key member of the TechnoSperm research group, fostering interdisciplinary collaboration between academia, clinics, and biotech companies.

• School Pedagogy
• Classroom Management
• Teacher Education
• +۸ مورد دیگر

Felicitas Thiel is a Professor of School Pedagogy and School Improvement Research at the Department of Education and Psychology, Freie Universität Berlin. She has held this position since October 2006 and previously served as Professor for School Education at the University of Vechta in 2006. Her academic leadership extends to national policy, as she has been Co-Chairwoman of the Standing Scientific Commission on Education Policy (SWK) since May 2021 and a member of the Scientific Commission of Lower Saxony (WKN) since 2018. She also serves on the Board of Trustees of the Centre for International Student Assessment (ZIB) since 2016. Her research interests focus on classroom management as a core component of teacher expertise, school quality assurance, evidence-based educational governance, professionalization of pedagogical professions, and organizational theory of schools. She teaches on classroom research, instructional methods, teacher education, school improvement, and educational policy. Her recent publications (2022–2025) reflect a strong trend in video-based teacher training, classroom disruption management, teacher feedback mechanisms, and digital learning environments. She has led major research projects such as Evidence-Based Governance in the German Educational System (SteBis) , K2teach , (Un-)Failing Schools , and FEED-UB , focusing on feedback interventions by school principals. Co-Chairwoman, Standing Scientific Commission on Education Policy (SWK), since 2021 Member, Scientific Commission of Lower Saxony (WKN), since 2018 Board Member, Centre for International Student Assessment (ZIB), since 2016 Editorial Board Member, Zeitschrift für Erziehungswissenschaft , 2014–2021 She has supervised numerous research projects and coordinated the Master’s program in "School Development and Quality Assurance." Her work bridges empirical research, teacher training, and national education policy, making her a key figure in shaping evidence-based practices in German schools.

Louise Thaiمشاهده پروفایل

استاد

• Medical Education
• Case-Based Learning
• Infectious Diseases
• +۴ مورد دیگر

Louise Thai is a Professor in the Department of Medicine at the Medical College of Georgia, Augusta University, specializing in medical education and infectious disease research. Born in Uzbekistan and educated at Sechenov Medical School in Moscow, she holds dual board certification in Clinical Pathology (1981) and Clinical Microbiology (1997) from Hungarian institutions, with additional training at the University of Missouri School of Medicine. Education: MD in Epidemiology, Sechenov Medical School (Moscow), 1977 Hungarian Board Certification: Clinical Pathology, 1981 Hungarian Board Certification: Clinical Microbiology, 1997 Research Focus: Dr. Thai's career spans infectious disease pathogenesis and transformative medical education. Her foundational work on cholera toxin analogs (1994-1996) pioneered vaccine development approaches through recombinant strain engineering. Current research centers on problem-solving exam methodologies to assess critical thinking in pre-clerkship students, advancing case-based learning (CBL) frameworks that integrate clinical microbiology concepts with diagnostic reasoning. Her scholarship emphasizes curriculum innovation through 11 PBL case navigation tools (2015) and PrepU assessment systems (2010). Publication Evolution: Analysis of her scholarly output reveals a strategic transition from molecular microbiology (1990s cholera research) to educational science, with consistent emphasis on practical application. Recent non-journal scholarship focuses on CBL facilitator guides and virtual assessment tools, reflecting her commitment to evidence-based pedagogy in clinical training environments. Teaching Recognition: "Most Likely to Adopt Their CBL Group" Award (MCG Classes of 2024, 2021, 2019) Back-to-back Exemplary Teaching Awards (2018, 2019) Honorable Faculty designation (Class of 2015) Curriculum Board Teaching Excellence Award (MU School of Medicine, 2011) Educational Leadership: As Course/Block Director for MEDI 6220 (Cardiopulmonary/Heme), MEDI 6240 (GI/GU/Endocrine), and MEDI 6120 (Foundations of Medicine), she shapes core curriculum while advising the Student Promotions Committee (2018–present). Her CBL Elective (MEDI 5014) trains students in diagnostic reasoning through pre-matriculation modules and clinical case analysis, directly applying her infectious disease expertise to medical education. Professional Impact: Through the Forerunner Federation review work (2008–2013) and ongoing curriculum development, Dr. Thai bridges historical microbiology research with modern competency-based assessment, maintaining active roles in both the Balas-Thai Family Foundation and institutional academic affairs.

Carmen Ciocمشاهده پروفایل

استاد

• Applied Fluid Mechanics
• Mechanical Design
• Thermodynamics
• +۴ مورد دیگر

Carmen Cioc is a Professor in the Mechanical Engineering Technology (MET) program at The University of Toledo , where she has held leadership roles including MET Program Director, Graduate Program Director for online M.S. programs, and College of Engineering Graduate Assessment Coordinator. Her career spans academia, research, and national professional engagement, with expertise in applied fluid mechanics, mechanical design, thermodynamics, and engineering pedagogy. B.S. and M.S. in Aerospace Engineering Ph.D. in Mechanical Engineering Second M.S. in Physics (Photovoltaics) Dr. Cioc’s research focuses on pedagogical innovation in MET education, emphasizing project-based learning (PBL), entrepreneurial mindset frameworks (e.g., KEEN), and peer-assisted learning strategies. She has developed novel laboratory equipment, integrated information literacy into MET curricula, and created simulations for thermodynamics courses. Her work addresses global competencies in engineering education, utilizing Rasch methods for assessment and fostering inclusivity through hands-on, narrative-based, and collaborative learning approaches. Recent publications highlight her commitment to enhancing engineering skills through PBL, peer review systems, and interdisciplinary simulations. Her projects often bridge technical rigor with real-world applications, such as retrofitting laboratory units and designing HVAC systems with entrepreneurial components. These efforts align with her broader mission to empower students and break gender barriers in STEM. Scientific Awards: ASEE North Central Section Outstanding Campus Representative Awards (2024, 2022, 2019) Best Paper Awards (First, Second, Third Place) at ASEE conferences (2021, 2018, 2017, 2004) Wilbur Deutsch Memorial Award, STLE (2004) Dr. Cioc actively mentors students and junior faculty, contributes to national organizations like ASEE and ASME, and has worked on renewable energy initiatives, including a U.S. Department of Energy SunShot Fellowship. She leads initiatives such as self-generated student stories and informal peer assessments to create dynamic learning environments.

• Digital Competence
• Educational Technology
• Teacher Training
• +۵ مورد دیگر

Miriam Agreda Montoro serves as a Contracted Professor in the Department of Pedagogy at the University of Granada, Spain, specializing in digital competence frameworks and educational technology innovation. Her work bridges theoretical research with practical applications in teacher training and inclusive educational design across Spanish and European contexts. Her academic foundation includes a PhD from the University of Granada (2015) with the thesis "Educational application of cloud learning environments (c-learning) in the Spanish public university: analysis of the training of teachers who teach in the faculties of educational sciences," supervised by Dr. Francisco Javier Hinojo Lucena. Agreda Montoro's research centers on digital competence assessment through European frameworks like DigComp, with particular emphasis on cybersecurity, data privacy, and inclusive technology integration. She investigates teacher training methodologies including TPACK implementation, flipped classroom adaptations, and gamification strategies across educational levels. Her work frequently addresses Andalusian educational contexts while contributing to international comparative studies on digital literacy. Analysis of her recent publications reveals a methodological focus on scale validation (PLS-SEM), systematic reviews, and empirical classroom studies. Key trends include the operationalization of digital competence frameworks for specific educational roles, pandemic-driven technology adaptation research, and neuroscience-informed teacher development approaches. Her work consistently connects theoretical models with practical implementation challenges in diverse learning environments. She actively contributes to the research group "INNOVATION, TRAINING AND TECHNOLOGY IN EDUCATION," which examines the intersection of pedagogical theory, technological innovation, and teacher development within evolving educational landscapes.

Candice Rideoutمشاهده پروفایل

استاد آموزشی

• Community Nutrition
• Nutrition Education
• Nutrition Ecology
• +۴ مورد دیگر

Candice Rideout is a Teaching Professor in the Department of Food, Nutrition and Health at the University of British Columbia's Faculty of Land and Food Systems. Her work focuses on community nutrition, nutrition education, and the psychosocial dimensions of dietary choices, with a particular emphasis on food security and sustainable food systems. She earned her PhD in Human Nutrition from UBC and holds undergraduate degrees in Life Science and Honours Psychology from Queen’s University. Education: PhD, Human Nutrition (UBC) BSc, Life Science (Queen’s University) BA, Honours Psychology (Queen’s University) Rideout’s research explores participatory approaches to nutrition programs, dietary attitudes, and the impact of active learning strategies in undergraduate education. Her publications address topics such as cognitive dietary restraint, cortisol excretion, bone health, and vegetarian nutrition for athletes. Recent research trends include analyzing university student learning adaptation (2022), outdoor education barriers (2020), and flexible assessment methods in large classes (2018). Earlier work focused on postmenopausal women's nutrition, linking dietary restraint to physiological stress markers and bone health. She teaches courses such as: FNH 355: International Nutrition FNH 371: Human Nutrition over the Lifespan Rideout employs active learning techniques including problem-based learning (PBL) and community service learning (CSL) to enhance student engagement and educational outcomes.

• Risk in Healthcare
• Patient Safety
• Accountability
• +۴ مورد دیگر

Dawn Goodwin is a Senior Lecturer in Social Sciences at Lancaster Medical School, focusing on healthcare organization, risk, safety, and accountability. Her work bridges science and technology studies, medical sociology, and anthropology, employing qualitative methods like ethnography and case studies to analyze healthcare systems and practices. Current research includes a NIHR-funded study on periprosthetic femoral fractures, exploring service configurations and care quality. She also investigates healthcare failure investigations and their sociopolitical impacts. Her teaching includes Problem-Based Learning (PBL) for medical undergraduates, sociology lectures on health inequities, and coursework convening on healthcare inquiries. She supervises PhD students interested in risk and accountability in healthcare. Key methodologies include ethnography, interviews, and documentary analysis. Awards and affiliations, such as the Institute for Social Futures Fellowship, highlight her interdisciplinary approach.

• Threshold Concept Framework
• Liminality
• Affective Dimensions of Learning
• +۳ مورد دیگر

Julie Rattray is a Professor and Head of the School of Education at Durham University, a role she assumed in August 2024. She holds a PhD in Developmental Psychology from the University of Dundee and has been at Durham since 2001. Her academic leadership roles include Director of Education and EDI Director, overseeing strategic initiatives in these areas. Her research focuses on threshold concepts, liminality, and affective dimensions of learning in higher education. Key projects include the DASCHE initiative on social competence development and the IntRef project on intercultural teaching reflection. She has organized major conferences like the 2021 Threshold Concepts conference and chaired the 2016 Improving University Teaching (IUT) conference. Her work explores 'teacher care,' policy barriers in European higher education quality frameworks, and pedagogical innovations like problem-based learning. Notable collaborations include projects with Hong Kong, European partners, and the establishment of the International Centre for the Comparative Study of Doctoral Education. Julie is a Senior Fellow of the Higher Education Academy and has contributed to over 50 academic publications, including chapters on medical education quality and meta-learning programs. She has supervised numerous doctoral students focusing on threshold concepts, metacognition, and educational policy. Her awards include the Senior Fellow of the Higher Education Academy (2014) and invited roles such as keynote speaking at threshold concepts conferences. Current supervisions address topics like academic confidence, psychological capital, and the role of affect in learning.

Mary Katherine Watsonمشاهده پروفایل

دانشیار

• Engineering Education
• Biological Waste Treatment
• Sustainable Engineering
• +۳ مورد دیگر

Dr. Mary Katherine Watson is an Associate Professor in the Department of Civil and Environmental Engineering at The Citadel School of Engineering. She holds a PhD from Georgia Institute of Technology and BS/MS degrees from Clemson University. Her research focuses on engineering education, sustainability, and biological waste treatment. She leads the environmental and water resources curriculum and advises ~40 students in the College Transfer Program. Dr. Watson has secured over $1M in NSF grants and is a recipient of the 2022 Civil Engineer Educator of the Year Award (ASCE-SC) and the 2022 Excellence in Research Award. Her work emphasizes advancing sustainable engineering practices and improving student development through innovative pedagogy. Education: PhD in Civil & Environmental Engineering (Georgia Tech, 2013), MS in Environmental Engineering (Georgia Tech, 2011), MS in Biosystems Engineering (Clemson, 2009), BS in Biosystems Engineering (Clemson, 2007). Research Interests: Sustainable engineering, environmental education, student cognitive development, and curriculum innovation. Notable projects include concept mapping for sustainability knowledge, pandemic-era learning readiness, and mentorship impacts on student efficacy. Awards: Over 10 accolades include ASCE Educator of the Year, ASEE paper awards, and Clemson’s Outstanding Young Alumni recognition. Active in NSF-funded diversity initiatives and program leadership roles.

David Hutchisonمشاهده پروفایل

استاد

• Education Policy
• Project-Based Learning
• Project Management
• +۳ مورد دیگر

Dr. David Hutchison is a cross-appointed Professor at Brock University, holding roles in the Department of Educational Studies (Faculty of Education) and the Department of Digital Humanities (Faculty of Humanities). He serves as Chair of the Department of Educational Studies and Director of the GAME Program. With a PhD in Education from the University of Toronto and a BEd from Queen’s University, his expertise spans education policy, project management, and music composition. He is also a certified Project Management Professional (PMP) and holds a Music Theory Certificate from Berklee College of Music. Education: PhD in Education, University of Toronto Bachelor of Education (BEd), Queen’s University Music Theory and Certificate Program, Berklee College of Music His research focuses on K-12 educational policy, pandemic planning, project-based learning, and the application of project management principles in education. He has authored five books and contributed to numerous academic programs and leadership initiatives. His work has been recognized through awards such as the 3M National Teaching Fellowship and Brock University’s Distinguished Teaching Award. Dr. Hutchison’s publications frequently address contemporary educational challenges, including pandemic-era school reopenings and the integration of project management methodologies into pedagogy. His recent articles highlight critical analyses of policy decisions and evidence-based recommendations for crisis management in education. Awards: 3M National Teaching Fellowship (STLHE) Brock University’s Distinguished Teaching Award Grants & Funding: Humanities Research Institute Fund (2015–2018) E-learning Development Grant ($14,000, 2015) Social Sciences and Humanities Research Council Connections Grant ($15,550, 2015) As an educator, he teaches courses such as Introduction to the Foundations of Education and Foundations of Project Management . He actively advises graduate students and leads initiatives like the GAME Program, fostering interdisciplinary collaboration.

• Translation Studies
• Interpreting Ethics
• Translation Technologies
• +۵ مورد دیگر

Jo Drugan is a Professor in the Department of Languages and Intercultural Studies (LINCS) at Heriot-Watt University, part of the School of Social Sciences. She holds dual appointments in the School of Social Sciences and Languages & Intercultural Studies. Her academic career includes roles at Reading University, Leeds University, and the University of East Anglia, where she contributed to translation studies and doctoral training. She currently leads LINCS while maintaining professional practice in translation and interpreting. Drugan holds a PhD in French environmental politics from Paris and Glasgow universities. Her research focuses on translation ethics, technologies, quality assessment, and cross-cultural communication. Key areas include interpreting in legal contexts, professional practice standards, and translation challenges in transnational crime investigations. She actively supervises PhD projects on ethics, technology, and migration-related communication. Her work contributes to UN Sustainable Development Goals related to quality education and reduced inequalities through multilingual advocacy. She has secured grants like the UKRI Talent and Stabilisation project (2023–2024) and serves on peer review panels for Arts and Humanities Research Council (AHRC) and Economic & Social Research Council (ESRC). Collaborations span academic and industry partners in Europe, focusing on translation policy and crisis communication. Drugan’s teaching innovations include problem-based learning and integrating industry standards into curricula. She emphasizes employability through partnerships with translation agencies and NGO engagement. Her lab, part of LINCS, explores cutting-edge translation technologies and ethical frameworks in globalized communication contexts.

• Educational Research Methodology
• Quantitative Methods in Social Sciences
• Multilevel Modeling
• +۴ مورد دیگر

Ioulia Televantou is a Lecturer in Quantitative Research Methods in Social Science at the Department of Education Sciences, European University Cyprus (since 2022). Previously, she held academic positions at the Theological School of the Church of Cyprus (2020-2022) and served as Adjunct staff at the University of Nicosia (2014-2022). Her academic journey includes a DPhil in Education from the University of Oxford (2014), with a thesis focused on methodological advancements in addressing biases in multilevel models. She also holds advanced degrees in Applied Statistics and Educational Research Methodology from Oxford, alongside a Mathematics degree from the University of Cyprus. Her research expertise centers on educational effectiveness, methodological rigor in multilevel modeling, and the impact of school composition on student outcomes. Notable projects include developing bias-corrected value-added models and investigating peer effects in educational settings. She has contributed to interdisciplinary studies on pharmacology teaching in medical curricula and immigrant students' experiences in European schools. Her award-winning work includes the WERA Visiting Scholar Award (2022) and the Bruce Choppin Award (2015). She has secured grants such as the Excellence Hubs-funded pharmacology teaching study (2019-2022) and collaborated on innovative research projects addressing longstanding biases in educational league tables. Her work bridges statistical methodology with real-world educational challenges, emphasizing evidence-based policy and equitable learning environments.

Hugh Jackمشاهده پروفایل

استاد

• Industrial Automation
• Robotics
• Internet of Things (IoT)
• +۷ مورد دیگر

Hugh Jack is the Cass Balleneger Distinguished Professor at Western Carolina University, serving in the School of Engineering + Technology within the College of Engineering and Technology. He holds a Ph.D. and B.S. in Mechanical and Electrical Engineering, respectively, from The University of Western Ontario. His work bridges advanced manufacturing, automation, and innovative pedagogy. Teaching focuses include design, project management, control systems, PLCs, industrial automation, robotics, and mechatronics. Research emphasizes Industry 4.0, IoT, AI in robotics, embedded systems, and PBL methodologies. He pioneered individual lab kit systems for electronics education and led global initiatives like the Fulbright US Scholar Project in Bulgaria. Recent articles highlight his contributions to chatbot integration in engineering education, IoT-driven PBL, and pandemic-era teaching strategies. He actively promotes interdisciplinary collaboration through service-learning projects and travel courses, fostering sustainability competencies and cultural awareness. As department director, he applies engineering analysis tools to administrative challenges, enhancing program efficiency. His Maker-oriented projects, such as PLC trainers and 3D-printed motorsports components, reflect a commitment to hands-on innovation and accessible learning resources.

Dennis Friedrichsenمشاهده پروفایل

مدرس پاره‌وقت

• Engineering Education
• Literary Studies
• Sustainability Planning
• +۳ مورد دیگر

Dennis Friedrichsen is a Part-Time Lecturer at the Department of Sustainability and Planning within The Technical Faculty of IT and Design at Aalborg University. His roles include teaching and research in engineering education methodologies and interdisciplinary problem-based learning. He holds a PhD and has affiliations with the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability. Education: PhD (university unspecified) Research Interests: Combines expertise in literary studies (e.g., fantasy literature, comparative narratives) with engineering education innovation. Focuses on employability in engineering, interdisciplinary problem-solving methodologies, and sustainability planning. Explores themes like workplace adaptation for early-career engineers and cultural dimensions of Danish labor markets. Key Research Trends: Recent publications emphasize employability strategies, interdisciplinary education frameworks, and narrative analysis in literature. His work bridges humanities and technical fields through problem-based learning (PBL) approaches. Awards: Augustinus Fonden (2021) Justus Liebig University Postgraduate Scholarship (2020) Augustinus Fonden PhD Grant (2019) Knud Højsgaard Fonden (2019) Advising & Grants: Leads the Interdisciplinary PBL methodologies in engineering education and work project focusing on human challenges in complex problem-solving. Engaged in academic service roles including chairing South Gate Creative Writing School (2020–2025) and Justus Liebig University review committee (2020–2021). Labs/Teams: Active in the Aalborg Centre for Problem Based Learning, collaborating on sustainability and engineering education initiatives.

Jette Egelund Holgaardمشاهده پروفایل

دانشیار

• Problem-Based Learning (PBL)
• Engineering Education
• Interdisciplinary Collaboration
• +۴ مورد دیگر

Jette Egelund Holgaard is an Associate Professor at the Department of Sustainability and Planning, Aalborg University, within The Technical Faculty of IT and Design. Her work focuses on Problem-Based Learning (PBL) methodologies, interdisciplinary collaboration, and sustainability integration in engineering education. She actively contributes to advancing educational frameworks that align with the UN Sustainable Development Goals (SDGs). Key affiliations: Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability, Institute for Advanced Study in PBL Research interests: Interdisciplinary PBL, learning outcomes, sustainability education, and employability in engineering Her recent publications analyze PBL pedagogy, interdisciplinary teamwork, and ethical integration in project design. These works are contextualized within engineering education, emphasizing global challenges and workforce readiness. Scientific award: IEEE Transactions on Education Theodore E. Batchman Best Paper Award (2024) She supervises PhD and Master’s students, collaborates on international projects (e.g., Lodz University of Technology, South East Asia-Europe plastic recycling networks), and consults on PBL implementation. Her work bridges academia and industry through practical problem-solving frameworks.