Nasser Mansour | Science Education and STEM | Best Paper Award

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Prof. Nasser Mansour | Science Education and STEM | Best Paper Award

Qatar University | Qatar
Prof. Dr. Nasser Mansour is a distinguished scholar in STEM education and science education, currently serving at Qatar University. He has built an outstanding academic career with a global impact, focusing on curriculum development, teacher training, and innovative pedagogies. He previously directed the STEM Centre at the University of Exeter, UK, and played a central role in international accreditation initiatives for Thinking Schools. As a curriculum developer for Cambridge International Examinations, he has contributed significantly to advancing physics, chemistry, and STEM education worldwide. With numerous books, journal articles, and international conference presentations, his work is highly cited and widely respected in the academic community. His collaborations extend across Europe, the Middle East, and Asia, particularly in integrating sociocultural and religious perspectives into science education. Prof. Mansour’s leadership in international projects, funded by prestigious organizations, reflects his ability to blend research excellence with societal relevance, making him a global thought leader in education.

Profile

Google scholar | ORCID

Education

Prof. Dr. Nasser Mansour educational journey began with a degree in physics and chemistry from Tanta University, Egypt, followed by advanced studies in education, where he specialized in curriculum and instruction of science. He excelled in both his undergraduate and postgraduate studies, earning high distinctions. His master’s research focused on developing innovative approaches for enhancing student achievement and creativity through advanced organizers in science education. His academic pursuit culminated in a doctorate at the University of Exeter, UK, where he investigated science-technology-society (STS) education and explored science teachers’ beliefs and practices in Egypt. This research laid the foundation for his long-term interest in the cultural and pedagogical aspects of science education. In addition to his PhD, he completed a Postgraduate Certificate in Academic Practice and was awarded fellowship of the Higher Education Academy in the UK, reflecting his commitment to professional excellence in higher education teaching and research.

Experience

Prof. Dr. Nasser Mansour has accumulated vast teaching, research, and leadership experience across prestigious institutions worldwide. He served as professor and associate professor at Tanta University in Egypt before moving to the University of Exeter, UK, where he held several academic positions, including MSc Programme Director and Director of the STEM Centre. At Exeter, he led teacher professional development initiatives and contributed to groundbreaking educational research projects. He later joined Qatar University as a professor, where he continues to lead research and teaching in science and STEM education. Beyond academia, he has acted as an evaluator, scientific committee member, and curriculum designer for global organizations and universities. His experience also includes leading European Union-funded projects and mentoring PhD candidates who have gone on to successful academic careers. With expertise in both qualitative and quantitative research, his academic and professional journey demonstrates his versatility, leadership, and dedication to advancing global education.

Awards and Honors

Prof. Dr. Mansour’s contributions have been widely recognized through numerous prestigious awards and honors. Early in his career, he received the Best Paper Award from the European Educational Research Association, acknowledging his innovative research in science education. At the University of Exeter, he was honored with the Merit Award and the Above & Beyond Award for his exceptional academic and leadership achievements. More recently, he received the Sheikh Faisal bin Qassim Al Thani Educational Research Award, reflecting his impact on education in Qatar and the wider region. His international recognition is also evident through invitations to deliver keynote addresses at high-profile conferences across Europe, the Middle East, and Asia. Furthermore, he serves on editorial boards of international journals, including Editor-in-Chief of Social Science and Humanities Open (Elsevier) and Associate Editor for Thinking Skills and Creativity. His fellowships, awards, and leadership roles collectively highlight his stature as a world-class academic leader.

Research Focus

Prof. Dr. Mansour’s research explores multiple dimensions of science and STEM education, integrating cultural, pedagogical, and technological perspectives. His work emphasizes science-technology-society (STS) education, curriculum innovation, teacher professional development, and inquiry-based approaches. A central theme in his research is the integration of scientific literacy with cultural and religious contexts, particularly in the Arab world. He has advanced scholarship on teacher beliefs, alternative conceptions, controversial issues in science, and the use of ICT and e-learning in educational settings. His studies also address creative thinking, argumentation, and dialogue as essential tools in developing critical and reflective learners. As a project leader, he has successfully secured international funding for major educational initiatives, including EU and QNRF projects, that promote science for all and sustainable STEM practices. Through his publications, books, and international collaborations, Prof. Mansour continues to shape global discourse on science education, linking theory, practice, and policy for transformative impact.

Publications

Global patterns in students’ views of science and interest in science
Year: 2015
Citation: 1312

Science teachers’ beliefs and practices: Issues, implications and research agenda
Year: 2009
Citation: 780

Consistencies and inconsistencies between science teachers’ beliefs and practices
Year: 2013
Citation: 282

Science teachers’ perceptions of STEM education: Possibilities and challenges
Year: 2015
Citation: 238

Context of STEM integration in schools: Views from in-service science teachers
Year: 2017
Citation: 235

Science-technology-society (STS) a new paradigm in science education
Year: 2009
Citation: 193

The experiences and personal religious beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about …
Year: 2008
Citation: 19

Conclusion

Prof. Dr. Nasser Mansour is a globally recognized leader in STEM and science education whose academic excellence, international collaborations, curriculum innovations, and influential research have advanced educational theory and practice worldwide.

Mark Munger | Co-Curricular Learning | Best Researcher Award

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Dr. Mark Munger | Co-Curricular Learning | Best Researcher Award

Mark A. Munger, Pharm.D., F.C.C.P., F.A.C.C., F.H.F.S.A., HF-Cert., is a distinguished pharmacologist specializing in cardiovascular therapeutics. He is a Professor of Pharmacotherapy at the University of Utah, with extensive experience in clinical pharmacology, education, and health policy. Dr. Munger has served on numerous advisory boards, contributed to health policy initiatives, and played a key role in pharmacy education. His work spans research, teaching, and leadership roles, shaping advancements in cardiovascular pharmacotherapy. He is widely recognized for his contributions to healthcare, education, and clinical practice.

Profile

Education 🎓

Dr. Munger earned his Doctor of Pharmacy (1986) from the University of Illinois, a Bachelor of Science in Pharmacy (1983) from Oregon State University, and completed a Cardiovascular Pharmacology Research Fellowship (1986-87) at Case Western Reserve University and University Hospitals of Cleveland. His academic journey laid the foundation for his impactful career in cardiovascular research, clinical pharmacology, and pharmacy education.

Experience 👨‍🏫

Dr. Munger has held numerous leadership roles, including Associate Dean at the University of Utah College of Pharmacy (2003-2023), Director of Clinical Pharmacology at UTAH Heart Failure Prevention Program (2000-2012), and Chairperson of the Utah State Board of Pharmacy (2002-2004). His expertise has influenced health policies, clinical research, and pharmacy education. He has also served as a consultant and advisory board member for various healthcare and government organizations.

Research Interests 🔬

Dr. Munger’s research centers on cardiovascular pharmacotherapy, heart failure management, and drug safety. His work has contributed to advancements in pharmacological treatments for cardiovascular diseases, optimizing drug therapy for heart failure patients, and policy-making in healthcare. His studies integrate clinical trials, translational research, and healthcare innovations, enhancing patient outcomes and shaping pharmaceutical practices.

Dr. Munger has received numerous accolades, including Fellowships from the American College of Cardiology (2008), Heart Failure Society of America (2016), and American College of Clinical Pharmacy (1996). He was named University of Illinois College of Pharmacy Alumni of the Year (2008), earned multiple Teacher of the Year nominations, and received the Utah Society of Health-System Pharmacists Leadership Award (2009). His contributions to research and education have been recognized globally.

Publications 📚

  • Association of atrial fibrillation with lamotrigine: An observational cohort study

    Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy
    2025-01 | Journal article
    DOI: 10.1002/phar.4633
    CONTRIBUTORS: Sodam Kim; Landon Welch; Bertha De Los Santos; Przemysław B. Radwański; Mark A. Munger; Kibum Kim

  • Riluzole is associated with reduced risk of heart failure

    European Journal of Neurology
    2025-01 | Journal article
    DOI: 10.1111/ene.70033
    CONTRIBUTORS: Kibum Kim; Sodam Kim; Margaret Katana; Dmitry Terentyev; Przemysław B. Radwański; Mark A. Munger

  • Ivabradine and Atrial Fibrillation Incidence: A Nested Matching Study

    2025-01-12 | Preprint
    DOI: 10.1101/2025.01.10.25320367
    CONTRIBUTORS: Kibum Kim; Jasmeen Keur; Halie Anderson; Przemysław B. Radwański; Mark A. Munger

  • Association of Ventricular Arrhythmias with Lamotrigine: An Observational Cohort Study

    2024-09-24 | Preprint
    DOI: 10.1101/2024.09.10.24313446
    CONTRIBUTORS: Sodam Kim; Landon Welch; Bertha De Los Santos; Przemysław B. Radwański; Mark A. Munger; Kibum Kim

Grazia Ragone | Human-Computer Interaction | Best Researcher Award

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Dr. Grazia Ragone | Human-Computer Interaction | Best Researcher Award

🔬 Grazia Ragone is a researcher in Human-Computer Interaction (HCI) with a focus on autism and interactive systems. 🏫 She earned her PhD from the University of Sussex, UK, where she investigated social motor synchrony in autistic children through motion capture and sonification. 🎼 With a background in psychology, developmental science, and music therapy, she integrates interdisciplinary methods into assistive technology. 💻 She has extensive teaching experience in research methods, cognitive science, and HCI at the University of Sussex. 🏆 Her research has been recognized with multiple international awards, including Microsoft Research’s Best Student Research Competition. 🌍 She actively contributes as a reviewer and associate chair for HCI conferences and journals. 📖 Her work bridges psychology, technology, and education, aiming to enhance accessibility and interaction for neurodiverse individuals.

Profile

Education 🎓

She completed her PhD in 2023 at the University of Sussex, UK, where her research focused on autism, motion capture, and social motor synchrony. Prior to this, she earned an MSc in Psychological Methods from the University of Sussex in 2018, with a focus on autism and interactional features. She also holds an MPhil in Developmental Psychology from London Metropolitan University (2015), specializing in child development and interaction. In 2014, she completed her BSc in Developmental Psychology at London Metropolitan University, studying early cognitive and social development. She further enriched her expertise with a Master’s in Music & Art Therapy from Tor Vergata University in Rome (2006), where she focused on therapeutic interventions for individuals with special needs. Her academic journey began with a BA in Humanities from the University of Pavia, Italy (2004), where she studied philosophy, linguistics, and cultural studies.

Experience 👨‍🏫

From 2019 to 2023, she worked as a Teaching Assistant at the University of Sussex, UK, where she taught Human-Computer Interaction (HCI), research methods, and professional skills. Prior to this, she served as a Research Assistant at the University of Sussex (2016-2018), focusing on technology designed for neurodiverse children. From 2014 to 2016, she conducted research on autism and interactive environments at London Metropolitan University. Earlier in her career, she was a Research Assistant at CNR-ISTI Pisa, Italy (2008-2014), where she contributed to the development of assistive software for autistic children. Her experience also includes working as a Music Therapist for the Rome City Council (2005-2010), providing therapeutic interventions for autistic children. Additionally, from 2010 to 2019, she worked as a Trainer and Consultant, conducting workshops and training programs for professionals in the field of autism.

Research Interests 🔬

Her research focuses on Human-Computer Interaction (HCI) and autism, developing interactive systems to support neurodiverse individuals. She explores the role of music and sonification in enhancing motor and social skills through auditory feedback. Her work also includes investigating social motor synchrony using motion capture technology. She designs AI-powered assistive technology to support autistic children and applies user-centered design principles to create accessible interfaces for individuals with special needs.

Awards & Recognitions 🏅

She has received several prestigious awards and honors for her contributions to autism research and assistive technology. In 2021, she was awarded the Best Student Research Award by Microsoft Research at the ASSETS Conference. Her work was also recognized with the Best Work in Progress Award at the IDC Conference on autism research in 2020. In 2013, she received the Horizon Research Award from London Metropolitan University for outstanding research. Her contributions to autism research earned her a Massachusetts Senate Citation in 2012, and in 2011, she was honored with the Rotary Club Research Award from CNR Pisa for excellence in autism studies.

Publications 📚

  •  Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system
    International Journal of Child-Computer Interaction
    2025-02 | Journal article
    DOI: 10.1016/j.ijcci.2025.100726
    CONTRIBUTORS: Grazia Ragone; Judith Good; Kate Howland

  • Child-Centered AI for Empowering Creative and Inclusive Learning Experiences

    Proceedings of ACM Interaction Design and Children Conference: Inclusive Happiness, IDC 2024
    2024 | Conference paper
    DOI: 10.1145/3628516.3661157

    EID:

    2-s2.0-85197894406

    Part ofISBN: 9798400704420
    CONTRIBUTORS: Ragone, G.; Ali, S.A.; Esposito, A.; Good, J.; Howland, K.; Presicce, C.

  • Designing Safe and Engaging AI Experiences for Children: Towards the Definition of Best Practices in UI/UX Design

    arXiv
    2024 | Other
    DOI: 10.48550/arXiv.2404.14218

    EID:

    2-s2.0-85192517180

    Part of ISSN: 23318422
    CONTRIBUTORS: Ragone, G.; Buono, P.; Lanzilotti,

Meredith Storey | Pedagogy | Best Researcher Award

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Dr. Meredith Storey | Pedagogy | Best Researcher Award

📌 Meredith Storey, Ph.D. is a Senior Manager at the UN Global Compact’s Principles for Responsible Management Education (PRME), dedicated to advancing business education for sustainable development. 🌱 She has extensive experience in pedagogy, curriculum development, and lifelong learning, integrating play-based learning strategies into management education. 🎓 Before joining PRME, she contributed to the UN Sustainable Development Solutions Network and held academic roles at the University of Limerick. 📚 Her work has been influential in shaping responsible management education (RME), emphasizing the Sustainable Development Goals (SDGs). 🌍 As a researcher, she has led interdisciplinary projects and collaborated with global institutions to drive innovation in education. ✨ Meredith actively contributes to policy discussions, global education initiatives, and industry collaborations, ensuring the next generation of business leaders is well-equipped for ethical and sustainable leadership. 🚀

Profile

Education 🎓

🎓 Ph.D. in Responsible Management Education & Sustainability – Focus on integrating SDGs into business curricula and experiential learning models. 🌍 M.A. in Educational Leadership – Specialized in pedagogical innovations and lifelong learning. 🏛️ B.A. in Business & Management – Studied at renowned institutions with a focus on corporate social responsibility (CSR) and ethical leadership. 📚 Meredith’s education blends business, education, and sustainability, enabling her to bridge the gap between academic research and practical applications. 🏆 She has received global recognition for her scholarly contributions, shaping the field of responsible management education. 🔬 With training from institutions like Harvard Graduate School of Education, she remains at the forefront of education policy, curriculum development, and international collaboration in sustainability education. 🌱

Experience 👨‍🏫

💼 Senior Manager, PRME, UN Global Compact – Leading business education for sustainability initiatives. 🌍 Formerly at the UN Sustainable Development Solutions Network, spearheading research on SDGs integration in education. 🎓 University of Limerick (Kemmy Business School) – Developed curricula on responsible leadership. 📚 Key projects: LEGO Learning Through Play in Business Education, oikos LEAP Programme, Business Education for Sustainable Development. 🔍 Consultancy Experience: Worked with The LEGO Foundation, Higher Education Sustainability Initiative (HESI), Sulitest, and PRME Chapters worldwide. 🌱 Active in global forums, industry projects, and research collaborations, Meredith influences policy, curriculum innovation, and business education reform. 🏆 Her expertise spans pedagogical development, corporate sustainability, interdisciplinary learning, and digital education strategies. 🚀

Research Interests 🔬

🔍 Responsible Management Education (RME) & Curriculum Development – Innovating pedagogical models for sustainable business leadership. 🌱 Integration of SDGs in Higher Education – Designing curricula that foster ethical decision-making and corporate responsibility. 📚 Experiential Learning & Play-Based Pedagogy – Leveraging LEGO Learning Through Play in business education. 🌍 International Collaboration in Sustainability Education – Engaging with global institutions to shape educational policies. 💻 Digital Learning & Online Pedagogies – Exploring AI-driven education models for global business training. 🌟 Community Building & Stakeholder Engagement – Creating networks of educators, policymakers, and industry leaders. 🚀

Awards & Recognitions 🏅

🏆 PRME Leadership Excellence Award – Recognized for advancing sustainability in business education. 🌱 Global Responsible Management Education Innovator Award – Honored for pioneering curriculum strategies integrating SDGs. 📚 Best Research Paper Award (International Journal of Management Education) – Acknowledged for groundbreaking work on transformative pedagogy. 🎖️ LEGO Foundation Learning Through Play Recognition – Applauded for creative pedagogical approaches in management education. 🌍 Higher Education Sustainability Impact Award – Celebrated for influencing education policies worldwide. 🚀 Invited Speaker at Global Sustainability Summits – Shared insights on digital learning, ethics, and sustainability education.

Publications 📚