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Ifat Zimmerman

IFAT ZIMMERMAN

Ifat Zimmerman

Ifat Zimmerman

Ifat is a Ph.D. student at the Faculty of Education in Science & Technology at the Technion, Israel Institute of Technology. Her Ph.D. research, under the supervision of Professor Tali Tal and Professor Ayelet Baram-Tsabari, focuses on the role of science news websites as mediators between science and the public in communicating scientific content.

She obtained her M.Sc in Science Education from the Technion, the Faculty of Education in Science & Technology. Her thesis research topic under the supervision of Dr. Luli Stern: “Using a Novel Protocol for the Development of Assessment Tasks that Diagnose Understanding of Biological Evolution”.

She has a BSc. in Nutrition and a teaching certificate from the Hebrew University of Jerusalem, the Faculty of Agriculture Food and Environment.

Ifat’s paper Science Communication Objectives and Practices of Science News Websites presented at the Mark Biano ‘Metaksherim’ (Communicating) Graduate Student Conference in Communication was selected by the judges first of all submissions (2021, December).

YIFAT1

Yifat2

יפעת צימרמן
כנס מתקשרים 2021, החוג לתקשורת אוניברסיטת חיפה

Presentations:

Zimmerman, I., Ginosar, A. & Tal, T. (2021, April). Science News Websites: Making Science Accessible for All. Paper presented at the 94th  NARST Online Annual International Conference.

Zimmerman, I., Tal, T. & Baram-Tsabari, A. (2021, December 5). Science Communication Objectives and Practices of Science News Websites. Paper presented at the 18th  Mark Biano ‘Metaksherim’ (Communicating) Graduate Student Conference in Communication. Haifa University, Israel.

Zimmerman, I., Tal, T. & Baram-Tsabari, A. (2021, December 12). Science Communication Objectives and Practices of Science News Websites. Poster presented at the Research Day of the Faculty of Education in Science and Technology of the Technion, Israel.

 

Yaela Golumbic, Ph.D.

Yaela

Yaela Golumbic, Ph.D. Student

Yaela started her professional career as a scientist, working in the lab and developing novel molecular biology methodologies. She obtained her B.A. in Plant Science from the Hebrew University’s Faculty of Agriculture in Rehovot, and her M.A. in Molecular Biology from the Technion – Israel Institute of Technology.

The gap between research topics and public agenda, and lack of public awareness to the importance of scientific research, dialog and engagement, brought Yaela to fields of science communication and public participation in scientific research.

Yaela’s PhD thesis, under the joint academic supervision of Prof. Ayelet Baram-Tsabari from the Faculty of Education in Science and Technology and Prof. Barak Fishbain from the Faculty of Civil and Environmental Engineering, focused on the exciting field of citizen science and its ability to engage the public in scientific investigation. Building on science communication models, Yaela designed and led the citizen science initiative “Sensing the Air” for engaging citizens in meaningful air quality research.

After completing her PhD studies, Yaela developed and led the “Radon home survey” for self-monitoring of radon levels in private spaces and involving school students in authentic scientific inquiry, as part of her involvement in the Taking Citizen Science to Schools (TCSS) research excellence center.

Yaela has recently relocated to Australia and is currently a postdoctoral fellow at the University of Sydney. Yaela is leading the research on student and public participation in Breaking Good – a citizen science initiative that empowers members of the public to be active researchers in projects that improve human health. Her research examines ways to engage diverse audiences in science, making science accessible and relevant to peoples’ day-to-day lives, and creating a dialogue between scientists, publics, student and decision makers.

Publications

Peer reviewed papers           

Golumbic, Y.N., Fishbain B. & Baram-Tsabari, A. (2020) Science literacy in action: Understanding scientific data presented in a citizen science platform by non-expert adults. International Journal of Science Education, Part B.

Tsapalov, A., Kovler, K., Shpak, M., Shafir, E., Golumbic, Y., Peri, A., Ben-Zvi, D., Baram-Tsabari, A., Maslova, T. and Schrired, O. (2020) A radon survey in Israel involving school children by means of the “RadonTest” online system. Journal of Environmental Radioactivity, 217 (106215).

Golumbic, Y.N., Koichu, B. & Baram-Tsabari, A. (2019). Engagement and communication features of scientifically successful citizen science projects. Environmental communication. Environmental Communication, 1-19.

Golumbic, Y.N., Fishbain B. & Baram-Tsabari, A. (2019). User centered design of a citizen science air-quality monitoring project. International Journal of Science Education, Part B 9(3), 195-213.

Zaidan, H., Ramaswami, G., Golumbic, Y.N., Sher, N., Malik, A., Barak, M., Galiani, D., Dekel, N., Li, J.B & Gaisler-Salomon, I. (2018). A-to-I RNA editing in the rat brain is age-dependent, region-specific and sensitive to environmental stress across generations. BMC genomics, 19(1), 28.

Golumbic, Y.N., Orr, D., Baram-Tsabari, A., and Fishbein, B. (2017). Between vision and reality: A Case Study of Scientists’ Views on Citizen Science. Citizen science theory and practice 2(1), 1-13.

Fishbain, B., Lerner, U., Cole-Hunter, T., […] Golumbic, Y., Baram-Tsabari, A., Robinson, J., Kocman, D., Horvat, M.; Svecova, V., Arpaci, A. & Bartonova, A. (2016). An Evaluation Tool Kit of Air Quality Micro-Sensing Units. Science of the Total Environment, 575, 639-648.

Golumbic, Y.N., Baram-Tsabari, A., & Fishbain B. (2016). Increased knowledge and scientific thinking following participation of school students in air-quality research. Proceedings of the 14th international conference of indoor air quality & climate. Ghent, Belgium (July 3-8).

Golumbic, Y.N, Baram-Tsabari, A., & Fishbain B. (2015). Citizen science: Public participation in science [in Hebrew]. Ecology and the Environment, 6(1), 14-23.

Brande-Eilat, N., Golumbic, Y.N., Zaidan H. & Gaisler-Salomon, I. (2015) Acquisition of conditioned fear is followed by region-specific changes in RNA editing of glutamate receptors. Stress, 18(3), 309-318.

Gaisler-Salomon, I., Wang, Y., Chuhma, N., Zhang, H., Golumbic, Y.N., Mihali, A., Arancio, O., Sibille, E. & Rayport S. (2012). Synaptic underpinnings of altered hippocampal function in glutaminase-deficient mice during maturation. Hippocampus 22 (5) 1027-39.

Submitted papers

Roche, J., Bell, L., Galvão C., Golumbic, Y.N., Kloetzer, L., Knoben N., Laakso, M., Lorke, J., Mannion, G., Massetti, L., Mauchline, A., Pata, K., Ruck, A., Taraba, P., & Winter S. (Submitted). Citizen Science, Education, and Learning: Challenges and Opportunities. Cultural Studies of Science Education

Gunnell, J.L., Golumbic, Y.N., Hayes, T., Cooper M. (Submitted). Putting co-created citizen science into practice. Journal of Science Communication.

Golumbic, Y.N., Dalyot, K. & Barel, Y. (Submitted). Using Day-to-Day Scenarios to Learn How Non-scientists Reason with Science. Public Understanding of Science

Golumbic, Y.N., Fishbain B. & Baram-Tsabari, A. (Submitted). Engagement styles in an environmental citizen science project: a multiple case study. Journal of Science Communication.

Book chapters

Kloetzer, L., Lorke, J., Joseph Roche, Golumbic, Y.N., Winter, S. & Jõgeva, A. (in press). Learning in Citizen Science. In: The Science of Citizen Science. Editors: Vohland, K., Land, A., Ceccaroni, L., Perello, J., Ponti, M., Samson, R., Wagenknecht, K., & Lemmens, R.

Baram-Tsabari, A., Orr, D., Baer, A., Garty, E., Golumbic, Y.N., Halevy, M., Krein, E., Levi, A., Leviatan, N., Lipman, N., Mir, R. & Nevo, E. (2020) The History and Evolution of Science Communication in Israel. In: Toss Gascoigne et al. (eds), Communicating Science: A Global Perspective. Canberra: ANU Press, 2020.

Sagy, O., Golumbic, Y.N., Abramsky, H., Benichou, M., Atias, O., Manor, H., Baram-Tsabari, A., Kali, Y., Ben-Zvi, D., Hod, Y. & Angel, D. (2019). Citizen Science: An Opportunity for Learning in the Networked Society. In: Learning in a Networked Society (LINKS). Editors: Kali, Y., Baram-Tsabari, A., Schejter., A. For publication in the Springer Computer Supported Collaborative Learning (CSCL) series, edited by Christopher Hoadley.

Liu, H. Y., Kobernus, M., Fredriksen, M., Golumbic, Y.N, & Robinson, J. (2018). A Toolbox for Understanding and Implementing a Citizens’ Observatory on Air Monitoring. In Multimedia Tools and Applications for Environmental & Biodiversity Informatics (pp. 31-51). Springer, Cham.

Research reports

Golumbic Y.N. (2020). Mapping Citizen Science in Australia – Participant Report.

Lorke, J., Golumbic, Y.N., Ramjan, C., and Atias, O., (2019): Training needs and recommendations for Citizen Science participants, facilitators and designers. COST Action 15212 report

Golumbic, Y.N. (2015). What makes Citizen Science projects successful, and what can we learn from them for future projects? Technion Citizen Science Project (TCSP) report.

Additional publications

Golumbic Y.N. (2020). Mapping citizen science. Inpiring Austrlia blog.

Golumbic, Y.N., Baram-Tsabari, A. and the TCSS team (2019) Breaking boundaries within citizen science: taking citizen science into schools. European Citizen Science Association (ECSA) blog.

Chabay, I., Golumbic, YN, Lewenstein, B. and Pellegrini G. (2017). Public engagement with science online in local communities. Public Understanding of Science Blog.

Rodder, S., Lewenstein, B., Golumbic, Y.N., Baram-Tsabari, A. & Haines-Stiles, G. (2016). Citizen Science in a Global Perspective, Public Communication of Science & Technology (PCST) webinar.

מאמרים בעברית

גולומביק, י. (2019). מדע אזרחי מותאם אישית. שמורת טבע, 197, 31-36.

גולומביק, י. (2019). אמינות נתונים במדע אזרחי. אקולוגיה וסביבה, 10(1), 13-14.

גולומביק, י. (2018). למידת חקר באמצעות מדע אזרחי. קריאת ביניים, 31, 19–22.

גולומביק, י., פישביין ב., ברעם-צברי, א. (2017). הנגשת נתונים מדעיים לציבור, למה וכיצד? אקולוגיה וסביבה, 8(3) 5-6.

 

 

Sophie Shauli, Ph.D.

Sophie

Sophie Shauli, Ph.D. Student

Can science knowledge benefit people in their daily life? These questions arise, for example, when a family receives the diagnosis that their child has a hearing loss.

Previous research has shown that the chances of the hearing impaired child to fulfill his/her potential is to receive proper tools of communication with the hearing environment; moreover, good academic achievement also results in a better future for the hearing impaired child.

I believe that these goals will be achieved if the families acquire enough information and understanding of the problem and the possible solutions. It is not a simple task. The parents have to deal with a lot of medical, technological and audiological information during the first months of their emotional storm.

The main goal of my research will be to find out if this “headache” of reading and dealing with information is really a boost for a better future for the hearing impaired child.

I was born in Russia. My family moved to Israel when I was 4 years old. I was raised in Jerusalem. After I graduated with my B.Sc. in Biology from the Hebrew University, I married and moved to Haifa. I taught science and biology in Leo Beck junior high and high school. Simultaneously, I graduated my M.Sc. in science teaching and technology. My research explored the significance of computerized simulation in teaching the particle structure of matter.

In 2010, I chose to study special education in “Oranim” college due to personal circumstances.

From 2012 until now, I have been working with hearing impaired children and studying for my PhD at the Technion.

Projects

Engagement with Science among Parents of Hearing Impaired Children

Tzipora Rakedzon, Ph.D.

Tzipora

Tzipora Rakedzon, Ph.D. Student

I was born in New Jersey, and moved to Israel at age 20. I live in Yaad, Misgav with my husband and three sons. In Israel, I completed my B.A. and M.A. at Haifa University in English linguistics.

Since 2002, I have worked at the Technion – Israel Institute of Technology, teaching a variety of academic courses in English. For the past 7 years, I have served as the director and primary lecturer and of the Academic Writing for Graduate Students course at the Technion. This is a compulsory course in academic writing in English designed primarily for PhD students, as well as Master’s students on a thesis track.

In addition to my work here, during 2013-2017, I completed a Ph.D. program in the Department of Education in Science & Technology under the supervision of Assistant Professor Ayelet Baram-Tsabari. My research describes the development, validation and research based on two new assessment tools:

  1. A rubric for assessing advanced English-as-second-language (L2) STEM graduate students’ writing in academic (specifically, an abstract) and popular science writing (specifically, a press release). The rubric was developed based on an academic writing course and science communication intervention module, as well as guidelines in the literature on rubric development (articles: 1, 2).
  2. A computerized jargon identifier, the De-jargonizer at http://scienceandpublic.com . This tool assesses the use of vocabulary and jargon in written texts so scientists and professionals wishing to adapt their message to a lay audience can identify problematic vocabulary. In each of the 5 development stages, I compared the rating of the De-jargonizer with other validated programs in the literature, and tested it on students’ work from the Academic Writing course. The final version is an open site that labels vocabulary in a text at three levels: high-frequency, mid-frequency, and jargon.

After developing and validating the tools, I conducted research on the academic writing course with a popular science intervention to investigate the writing outcomes and vocabulary use of graduate students’ academic and popular science writing genres before and after an Academic Writing course with a popular science intervention lesson.

Findings indicated significant improvement in academic and popular science writing as well as improvement in students’ English language proficiency. In assessing jargon, less jargon was found in lay summaries than in academic abstracts written by both students and scientists; however, the percentage of jargon in the summaries exceeded the amount recommended for the public to understand the text.

My research interests include a variety of subjects related to science communication and language, including language teaching, acquisition, and learning.

Publications

Rakedzon, Tzipora & Baram-Tsabari, Ayelet. (2017) Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course. Educational Psychology.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. (2017) A rubric for assessing graduate written science communication: to make a long story short. Assessing writing.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. Automatic jargon identifier for scientists engaging with the public and science communication educators (2017, submitted).

Projects

  1. HELPING SCIENTISTS COMMUNICATE WITH THE PUBLIC
  2. AN AUTOMATED JARGON IDENTIFIER FOR EVALUATING VOCABULARY IN SCIENCE COMMUNICATION
    Communicating science to the public requires the use of nontechnical vocabulary and clearer language. Both graduate students and scientists have difficulty communicating their research with these restrictions in language, yet American and European surveys have shown that the public is interested in science and in need of scientific information to make decisions in everyday life. Therefore, to aid students and scientists in adapting and writing science for the public, we have designed a program that addresses the problem of technical language and identifies which word may be inappropriate and problematic in a text. The site, entitled the De-jargonizer (http://scienceandpublic.com/), can help scientists identify problematic jargon when communicating science to non-experts, and be implemented by science communication instructors when evaluating the effectiveness and jargon use of participants in science communication workshops and programs.

Presentations and Invited Lectures

Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. An automated jargon identification program: evaluating STEM students’ use of jargon in written scientific genres.” Paper (accepted) to be presented at the NARST Annual International Conference, San Antonio, TX, USA, April 22 – 25, 2017.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. “Different audiences, different writing: Improving genre in popular science and academic writing among graduate STEM students.” Paper (accepted) to be presented at Metadiscourse Across Genres (MAG 2017) at METU, Northern Cyprus, March 30-April 1, 2017.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. An automated jargon identification program: evaluating STEM students’ use of jargon in written scientific genres.” Paper (accepted) to be presented at the 12th Chais Conference for the Study of Innovation and Learning Technologies, Raanana, Feb 14-15, 2017 The Open University of Israel.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. “Supporting scientists in engaging with the public: The development and validation of an automated jargon identification program.” Poster presented at the Fourth LINKS Annual retreat. Technion – IIT, September 5-6, 2016.
Rakedzon, Tzipora. “How to give effective presentations in science.” Invited lecture for the International Space University (ISU) at the Technion -IIT, August 18, 2016.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Writing in STEM in and outside academia.” Paper presented at the third international (IFAW) conference on academic writing in Tel Aviv, Israel. June 27-28, 2016.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Genre assessment of scientific writing in and outside academia.” Paper presented at H-INET (Higher education in Israel network of English teachers). International spring conference, Tel Aviv University, Feb. 8-9, 2016.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching Science and Technology Graduate Students to Write Science for Academia and for the Public.” ESERA (European Science Education Research Association) 2015 Conference at Helsinki, Finland, August 31- September 4, 2015.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching Science and Technology Graduate Students to Write Science for Academia and for the Public.” Pre-conference of the Junior Researchers of EARLI (European Association for Research in Learning and Instruction) at the Cyprus University of Technology, Limassol, August 23-24, 2015.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching Science and Technology Graduate Students to Write Science for Academia and for the Public.” The Sixth Israeli Science Communication Conference, Tel Aviv, Israel, June, 24-25 2015.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Written science communication as an art.” The 2nd International Conference: Science, Technology and Art Relations – STAR at the Technion, Haifa, Israel, November 19-20 2014.
Rakedzon, Tzipora. “Wordiness: one of the seven deadly sins of writing? Teaching wordiness and using corrective feedback.” IFAW (Israel Forum for Academic Writing) mini-conference: The Challenge of Academic Writing in Today’s World, MOFET Institute, Tel-Aviv, Israel, June 29, 2014.
Rakedzon, Tzipora. “Graduate students’ writing skills: Teaching and learning style and genre.” IFAW (Israel Forum for Academic Writing) meeting at Oranim Academic College of Education, May 2014.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching and assessment of communication skills of science and engineering graduate students in popular science texts.” The Fifth Israeli Science Communication Conference, Tel Aviv, Israel, November, 2013.

Esther Laslo, Ph.D.

Esti

Esther Laslo, Ph.D.

I am Esti.

I am a lecturer in the Zefat Academic College, there I teach in the department of medical laboratory sciences. In addition, I train students for biology teaching certificate.

I taught biology in high school for twenty years. I hold an M.Sc. in Neurobiology, Hadassah Medical School of the Hebrew University, Jerusalem. During my studies of biology, and especially throughout my research in neurobiology, I was exposed to the importance of bioethics. My research included animal experiments, mainly with rabbits, in addition to Multiple Sclerosis patients.

Later on, I conducted research at the Hebrew university, on bioethical education in health professions schools. Thereby I got the insight that in order to create a deep bioethical education, we have to understand the broad cultural basis for bioethical thinking.

My Ph.D. research dealt with bioethics in the media, and examined the scientific and ethical tools used by the public, addressing realistic controversial issues at the intersection between science and ethics.

Contact Details

estil[-at-]tx.technion.ac.il

Projects

Olfat Zoubi, Ph.D.

Olfat

Olfat Zoubi, Ph.D. Student

Olfat Zoubi is a Ph.D. student at the Faculty of Medicine at the Technion – Israel Institute of Technology and is a genetic counselor at Genetic Institute, HaEmek Medical Center, Afula.

ACADEMIC DEGREES

2005-2008: M.Sc., Department of Evolutionary and Environmental Biology, Faculty of Natural Sciences, University of Haifa.

1999-2003: B.Sc., Medical Laboratory Sciences, Faculty of Biology, Technion – Israel Institute of Technology.

PROFESSIONAL EXPERIENCE

  • 20-24 July 2015: ‘Train the Trainers’ course preparing teachers for Genetic Counseling, Plymouth University, UK.
  • 17-21 May 2015: Medical Genetics postgraduate level course, European School of Genetic Medicine, Bertinoro di Romagna, Italy.
  • March 2012: Genetic Counselor, certified by the Israel Ministry of Health, HaEmek Medical Center, Afula.
  • May 2005: Academic Medical Laboratory Worker, Certified by the Israel Ministry of Health.
  • October 2010: GCP Course.
  • 2007: Intern Genetic Counselor, genetic institute, HaEmek Medical Center, Afula
  • July 2009- March 2010 – Genetic Counselor, Genetic Institute, Bnai Zion Medical Center, Haifa
  • 2004- 2009 – A cytogenetic laboratory, Rambam Medical Center, Haifa.
  • 2003-2004 – A blood bank laboratory, HaEmek medical center, Afula.

RESEARCH INTERESTS

Hereditary diseases and consanguinity in Arab villages in northern Israel.

Developing methods for enhancing the genetic counseling process.

TEACHING EXPERIENCE

2011- Teaching Genetic Counseling MSc students, Rappaport Faculty of Medicine, Technion, Haifa.

MEMBERSHIP IN PROFESSIONAL SOCIETIES

The Israeli Society of Genetic Counselors

PUBLICATIONS

CONFERENCES

Participation in organizing committee of the semi-annual conference of the Israeli society of Genetic Counselors, HaEmek Medical Center, Afula, 17.3.2013

SIGNIFICANT PROFESSIONAL PROJECTS/ACTIVITIES

  • Since 2009 – Development of the project of genetic counseling in the community in four Arab villages: Magar, Kfar Manda, Mashhad and Beit Zarzir.
  • December 2014: Participation at the Meeting of the Israeli Society of Medical Geneticists, Kyriat Ono and lecture on the subject “Multi-cultural genetic counseling in Arab communities – differences, advantages and deficiencies”.
  • 2013- Winning Outstanding Poster in the Research Meeting, HaEmek Medical Center: “Compliance for genetic screening in the Arab population in Israel”.
  • May 2010: lecture on “Spastic Paresis – one disease with multiple genetic facets”, at the Health Meeting of the Health of the Arab Communities during Time, Nazareth.

PUBLIC PROFESSIONAL ACTIVITIES

  • Since May 2008 – lectures on the subject of consanguineous marriages and genetic diseases in the Arab communities, in high-schools in several Arab villages.
  • April 2011 – Joint project with the Galil Non-profit Organization for Thalassemia and Sickle Cell and the Hematologic Clinic at the HaEmek Medical Center, within a week of lectures on Thalassemia to 11th grade students at the Naura High School.
  • 2009 – Refresher Course for comprehensive teachers in Bu’eine Nujeidat, under the auspices of the Ministry of Health.

Aviv Sharon, Ph.D.

Aviv

Aviv Sharon, Ph.D.

Aviv J. Sharon, Ph.D., is a scholar and entrepreneur who completed his doctorate in 2019.

His Ph.D. work characterized how laypeople and experts communicate with each other on online Q&A platforms, and drew novel connections between science communication, science education, and epistemic education.

Sharon holds a B.Sc. in Biology (2011, cum laude) and a B.Sc.Ed. in Science Education – Biology (2012, summa cum laude) from the same institution, as well as an M.Sc. in Life Sciences from the Weizmann Institute of Science (2015). He has also taught biology and biotechnology at a public high school in Haifa, Israel, and has co-designed and co-taught university-level classes about research methods and socio-scientific issues.

Personal Website ORCID Profile

Contact Details

aviv.sharon [-at-] gmail.com

Chen Gafni Amsalem, Ph.D.

Chen Gafni Amsalem

Chen Gafni Amsalem, Ph.D. Student

Chen Gafni Amsalem is a Ph.D. student at the Faculty of Medicine at the Technion – Israel Institute of Technology.

She obtained her B.Sc in Life Sciences and M.Sc. in Genetics (magna cum laude) from the Hebrew University of Jerusalem.

Chen taught science as teaching assistant (Molecular Biology, Genetics) at the Hebrew University of Jerusalem, and teaches Genetics as a lecturer at the Max Stern Academic College of Emek Yezreel.

Her research focuses on creating different methods to improve the communication of genetic counseling at HaEmek Medical Center’s Genetics Institute.