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Biography of Dr. Mahnaz Moallem
Dr Mahnaz Moallem is a learning science/learning design researcher who studies applications of various learning and instructional design theories and models for learning and human performance improvement. She has a particular interest in the application of Problem-Based/Project-Based Learning (PBL) and assessment of complex learning outcomes such as problem-solving and critical thinking for STEM fields.

During her career, she has designed, developed and successfully implemented and evaluated several programs that have been using PBL as their pedagogical framework. In addition, within the last 15 years, she has coordinated innovative projects funded by the National Science Foundation and Department of Education on the integration of PBL with computer modeling and simulation.

Dr. Moallem has worked with a number of international colleagues and serves on the editorial board of a number of prestigious national and international journals. She has been the recipient of a number of teaching and research awards and has served as a rotating scientist (IPA) for two years at the National Science Foundation. Moallem introduced the Instructional Technology master’s degree program at the Watson College in 1998 and served as MIT program coordinator for nearly two decades. Her research specialties include program evaluation and design.

Education and Academic Career
Dr. Mahnaz Moallem is a Professor of Instructional Technology and Research and Chair of the Department of Educational Technology and Literacy, College of Education, Towson University. Previously, she was a Professor of Instructional Technology and Research and Grant Coordinator at the University of North Carolina Wilmington, Watson College of Education.

She received her Ph.D. in Learning Systems Design and her Program Evaluation Certificate from Florida State University, U.S.A. She has a broad background in learning sciences, with specific training and expertise in technology integration, learning systems theories, and educational research. She has experience as a classroom teacher, teacher educator, curriculum designer, and program evaluator.

As a learning science expert, Dr. Mahnaz is internationally recognized for her work in the application of Problem-based/Project-based Learning (PBL) and assessment of complex learning outcomes such as problem-solving and critical thinking, particularly for STEM fields. She designed, developed, and successfully implemented and evaluated several programs in which PBL was used as a pedagogical framework for teaching and learning STEM. Additionally, in her awarded funding, she coordinated several innovative projects sponsored by the National Science Foundation, Department of Education, and Department of State on the integration of PBL with computer modeling and simulation. In her recent Department of State grant, she and her colleagues collaborated with the University of Education in Lahore, Pakistan, to reform the STEM teachers’ and teacher educators’ practice in Punjab’s region.

Dr. Moallem works with many international colleagues and serves on the editorial board of numerous prestigious national and international journals. She has been the recipient of several teaching and research awards and has served as a rotating scientist (IPA) for two years at the National Science Foundation. She is an expert in the field of learning design and technology and in applying instructional design/e-learning design principles, in public education, higher education, and government settings.

Research
Dr Moallem has researched widely and contributed significantly to the Instructional Design field, particularly within Instructional Design Theories and Models, Problem Based Learning, and Instructional Technology.

Instructional Design Theories

As a learning science researcher she studies applications of various learning and instructional design theories and models for learning and human performance improvement.

Problem Based Learning

During her career she has designed, developed and successfully implemented and evaluated several programs that have been using PBL as their pedagogical framework. In addition, within last ten years she has coordinated innovative projects funded by National Science Foundation and Department of Education on integration of (Problem Based Learning) PBL with computer modelling and simulation.

Instructional Technology

She has conducted both qualitative and quantitative research and received a national research award for the best qualitative study in the field of instructional technology.

Publications and/or books
Dr Moallem has published numerous publications and books, the following Towson University (2020) publications and books are the most recent:

Recent Books or Book Chapters
Moallem, M., Hung, W. & Dabbagh, N. (2019, Eds.). Wiley Handbook of Problem-Based Learning, Hoboken, NJ: Wiley Blackwell Inc. ISBN-10: 1119173213. This is the first Handbook in PBL and has five sections, 29 chapters, 275,000 words)

Moallem, M. (2019). Effects of PBL on Learning Outcomes. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 106-135), Hoboken, NJ: Wiley Blackwell Inc.

Hung, W., Moallem, M., & Dabbagh, N. (2019). Social Foundations of PBL. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 51-81), Hoboken, NJ: Wiley Blackwell Inc..

Moallem, M., Morge, S., Narayan, S., & Tagliarini, G. A (2016). The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools. In Michael Urban and David Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (p. 135-171), IGI Publishing Inc.

Morge, S. P., Moallem, M., Gordon, C. R. Tagliarini, G. A. & Narayan, S. (2013). Design and implementation of computational modeling for learning mathematical concepts. In Drew Polly (Ed.), Common Core Mathematics Standards and implementing digital technologies (p.199-280), Idea Group Publishing Inc.

Recent Refereed Journals
Webb, A., & Moallem, M. (2016). Feedback and feed-forward for promoting problem-based learning in online learning environments. Malaysian Journal of Learning and Instruction (MJLI), 13(2), 11-41.

Moallem, M. (2015). The impact of synchronous and asynchronous communication tools on learner self-regulation, social presence, immediacy, intimacy, and satisfaction in collaborative online learning. The Online Journal of Distance Education and e-Learning, 3 (3), 55-77.