ד"ר רע לביא

Rea Lavi CV

I am Senior Lecturer (tenure track) at Tel Aviv University (TAU), School of Education. In 2026, I received the Alon Scholarship for Outstanding Young Scholars. 

From 2023-2026, I was Digital Education Lecturer and Curriculum Designer with the Dept. of Aeronautics and Astronautics in the School of Engineering at Massachusetts Institute of Technology (MIT), where I led the integration of cutting-edge technologies such as virtual reality and genAI into residential education. From 2019-2026, I was also Lecturer and Curriculum Designer for the New Engineering Education Program (NEET) in the same school. 

In 2019, I received my PhD from the Faculty of Education in Science and Technology, Technion—Israel Institute of Technology. I received his MEd from Bar-Ilan University (Cum Laude), and my BSc in Biology & BSc in Psychology from TAU.

I am Associate Editor for Systems journal and have published my work in IEEE Transactions on Education, Journal of Science Education and Technology, and Studies in Educational Evaluation, among others. Since 2016, I have been awarded several research grants and scholarships for my academic work and accomplishments.

Theses

1. Lavi, R., (2013). Assessment of middle-school science teachers’ evaluation of their students’ scientific creativity (in Hebrew). Master’s thesis, Bar-Ilan University, Ramat Gan, Israel.
2. Lavi, R., (2019). Investigating 21st century skills in STEM higher education. Doctoral thesis, Technion – Israel Institute of Technology, Haifa, Israel.

Refereed Papers in Professional Journals

Published Papers

In English

1. Lavi, R., & Dori, Y. J. (2019). Systems thinking of pre- and in-service science and engineering teachers. International Journal of Science Education, 41(2), 248-279. http://dx.doi.org/10.1080/09500693.2018.1548788. [IF = 2.4] [Q1]
2. Lavi, R., Dori, Y. J., Wengrowicz, N., & Dori, D. (2019). Model-based systems thinking: Assessing engineering student teams. IEEE Transactions on Education, 63(1), 39-47. https://doi.org/10.1109/TE.2019.2948807. [IF = 2.5] [Q1]
3. Lavi, R., Shwartz, G., & Dori, Y. J. (2019). Metacognition in chemistry education: A literature review. Israel Journal of Chemistry, 59(6-7), 583-597. https://doi.org/10.1002/ijch.201800087. [IF = 2.1] [Q2]
4. York, S., Lavi, R., Dori, Y. J., & Orgill, M. (2019). Applications of systems thinking in STEM Education. Journal of Chemical Education, 96(12), 2742-2751. https://doi.org/10.1021/acs.jchemed.9b00261. [IF = 3.0] [Q2]
5. Aubrecht, K. B., Dori, Y. J., Holme, T. A., Lavi, R., Matlin, S., Orgill, M., & Skaza-Acosta, H. (2019). Graphical tools for conceptualizing systems thinking in chemistry education. Journal of Chemical Education, 96(12), 2888-2900. https://doi.org/10.1021/acs.jchemed.9b00314.
6. Lavi, R., Dori, Y. J., & Dori, D. (2021). Assessing novelty and systems thinking in conceptual models of technological systems. IEEE Transactions on Education, 64(2), 155-162. https://doi.org/10.1109/TE.2020.3022238.
7. Lavi, R., Tal, M., & Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21^st century skills through methods of teaching and learning. Studies in Educational Evaluation, 70, 101002. https://doi.org/10.1016/j.stueduc.2021.101002. [IF = 3.9] [Q1]
8. Lavi, R., Bathe, M., Hosoi, A., Mitra, A., & Crawley, E. (2021). The NEET Ways of Thinking: Implementing them at MIT and assessing their efficacy. Advances in Engineering Education, 9(3), 1-19. https://doi.org/10.18260/3-1-1153-14557. [IF = 1.67] [Q2]
9. Verner, I. M., Perez, H., & Lavi, R. (2021). Characteristics of student engagement in high-school robotics courses. International Journal of Technology and Design Education, 32(4), 2129-2150. https://doi.org/10.1007/s10798-021-09688-0. [IF = 2.9] [Q1]
10. Wengrowicz, N., Lavi, R., Kohen, H., & Dori, D. (2022). Modeling with real-time informative feedback: Implementing and evaluating a new Massive Open Online Course component. Journal of Science Education and Technology, 32(6), 884-897.  https://doi.org/10.1007/s10956-022-10019-8. [IF = 5.4] [Q1]
11. Lavi, R., & Marti, D. (2023). A proposed case‑based learning framework for fostering undergraduate engineering students’ creative and critical thinking. Journal of Science Education and Technology, 32(6), 898-911. https://doi.org/10.1007/s10956-022-10017-w.
12. Lavi, R., Brogaard Bertel, L., & Du, X. (2023). Guest editorial for special issue: Transforming engineering education. IEEE Transactions on Education, 66(5), 404-409.  https://doi.org/10.1109/TE.2023.3308668.
13. Lavi, R., Breslow, L., Salek, M. M., & Crawley, E. F. (2023). Fostering and assessing the systems thinking of first-year undergraduate engineering students using the System Architecture-Function-Purpose framework. International Journal of Engineering Education, 39(1), 176-188. [IF = .8] [Q2]
14. Dori, Y. J., & Lavi, R. (2023). Teaching and assessing thinking skills and applying educational technologies in higher education. Journal of Science Education and Technology, 32(6), 773-777. https://doi.org/10.1007/s10956-023-10072-x.
15. Lavi, R., & Bertel, L. B. (2024). Active learning pedagogies in high school and undergraduate STEM education. Education Sciences, 14(9), 1011. https://doi.org/10.3390/educsci14091011. [IF = 3.3] [Q1]
16. Lavi, R., & Brogaard Bertel, L. (2024). The System Architecture-Function-Outcome framework for fostering and assessing systems thinking in first-year STEM education and its potential applications in case-based learning. Education Sciences, 14(7), 720. https://doi.org/10.3390/educsci14070720.
17. Tal, M., Lavi, R., Reiss, S., & Dori, Y. J. (2024). Gender Perspectives on Role Models: Insights from STEM Students and Professionals. Journal of Science Education and Technology, 33(5), 699-717. https://doi.org/10.1007/s10956-024-10114-y.
18. Otto, S., Lavi, R., & Bertel, L. (2025). Human-GenAI Interaction for Active Learning in STEM Education: State-of-the-Art and Future Directions. Computers & Education, 239, 105444. https://doi.org/10.1016/j.compedu.2025.105444. [IF = 13.2] [Q1]
19. Lai, Y. & Lavi, R. (2025). Problem structuring in urban science education: Why, what, and how. Frontiers of Urban and Rural Planning, 3(13). https://doi.org/10.1007/s44243-025-00064-3.
20. Perez, H., Verner, I. M., & Lavi, R. (2026). High school and undergraduate students’ integrative thinking in educational robotics. IEEE Transactions on Education, 69(4), 240-245. https://doi.org/10.1109/TE.2026.3689393

In Hebrew

1. Lavi, R., Dori, Y. J., & Dori, D. (2018). Systems thinking of science teachers: Creating conceptual models of scientific articles using software. MoreTech, 13, 19-24.

Chapters in Books

1. Dori, D., Lavi, R., & Dori, Y. J. (2016). Model-based systems thinking. In M. Frank, S. Kordova, & H. Shaked (Eds.), Systems Thinking: Foundation, Uses and Challenges (pp. 315-330). New York, NY: Nova Science Publishers, Inc.
2. Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students’ metacognition and metacognitive strategies in science education. In Y. J. Dori, Z. Mevarech, and D. Baker (Eds.), Cognition, Metacognition and Culture in STEM Education (pp. 33-64). Cham, Switzerland: Springer.
3. Corlu, M. S., Svidt, K., Gnaur, D., Lavi, R., Borat, O., & Çorlu, M. A. (2018). Engineering education in higher education in Europe. In Y. J. Dori, Z. Mevarech, and D. Baker (Eds.), Cognition, Metacognition and Culture in STEM Education (pp. 241-260). Cham, Switzerland: Springer.
4. Dori, D., Kohen, H., Jbara, A., Wengrowicz, N., Lavi, R., Soskin, N. L., ... & Shani, U. (2020). OPCloud: An OPM integrated conceptual-executable modeling environment for Industry 4.0. In R. S. Kenett, R. S. Swarz, and A. Zonnenshain (Eds.), Systems Engineering in the Fourth Industrial Revolution: Big Data, Novel Technologies, and Modern Systems Engineering (pp. 243-272). Hoboken, NJ: John Wiley & Sons.
5. Lavi, R. (2023). A formalized conceptual model-based approach for fostering and assessing students’ systems thinking in undergraduate chemistry education. In Y. J. Dori, C. Ngai, and G. Szteinberg (Eds.), Digital Learning and Teaching in Chemistry. Cambridge, UK: The Royal Society of Chemistry.

Peer-reviewed Papers in Conference Proceedings

1. Lavi, R., & Offir, B. (2013). Science teachers' limited perceptions and assessment of student scientific creativity. Paper presented in The Ethos of the Academia: Standing the Test of Time, Ariel, Israel, September 11, 2013.
2. Lavi, R., Dori, D., & Dori, Y. J. (2016). Implementing an international standard for manufacturing system lifecycle management using Object-Process Methodology. Paper presented in 2016 Institute of Electrical and Electronics Engineers IEEE International Conference on Software Science, Technology and Engineering, Beer Sheva, Israel, June 23-24, 2016. https://ieeexplore.ieee.org/document/7515412
3. Lavi, R., Wengrowicz, N., Dori, D., & Dori, Y. J. (2017). Review of systems thinking and design of an assessment instrument. Paper presented in 12^th European Science Education Research Association^[2] (ESERA) Conference, Dublin, UK, August 21-25, 2017.  https://keynote.conference-services.net/resources/444/5233/pdf/ESERA2017_0530_paper.pdf. 
4. Crawley, E., Bathe, M., Lavi, R., & Mitra, A. (2020). Implementing the NEET Ways of Thinking at MIT and assessing their efficacy. Paper presented in Paper presented in American Society for Engineering Education (ASEE)^[3] 2020 Conference, Montreal, Canada, June 22-26, 2020 (Conference held online due to COVID-19 pandemic). https://bit.ly/39Tl6dy.
5. Shani, U., Gluskin, D., Wengrowicz, N., Lavi, R., Kohen, H., & Dori, D. (2020). Integrating real-time modeling and assessment into a MOOC environment for teaching model-based systems engineering. Paper presented in IEEE International Systems Conference (SysCon), Montreal, QC, August 24-27, 2020 (Conference held online due to COVID-19 pandemic). DOI: 10.1109/SysCon47679.2020.9275851.
6. Mitra, A., Kassis, Y., Lai, Y., Lavallee, J. A., Long, G. L., Nasto, A., Salek, M., Lavi, R., & Shepardson, R. (2021). Pivot to remote teaching of an undergraduate interdisciplinary project-based program: Spring-Fall 2020. Paper presented in ASEE 2021 Conference, Montreal, Canada, July 26-29, 2021 (Conference held online due to COVID-19 pandemic). https://peer.asee.org/pivot-to-remote-teaching-of-an-undergraduate-interdisciplinary-project-based-program-spring-fall-2020.
7. Lavi, R., & Bagiati, K. (2022). The New Engineering Education Transformation program at Massachusetts Institute of Technology: The evolving design and implementation of a programmatic evaluation study. Paper presented in 29^th International Society of Transdisciplinary Engineering (ISTE) Global Conference, Cambridge, MA, USA. https://ebooks.iospress.nl/volume/transdisciplinarity-and-the-future-of-engineering-proceedings-of-the-29th-international-society-of-transdisciplinary-engineering-iste-global-conference.
8. Lavi, R., Lavallee, J., Long, G. L., Melenbrink, N., Salek, M. M., Shepardson, R., & Mitra, A. (2022). Revising the requirements of the cross-departmental project-centric undergraduate engineering NEET program at MIT and launching the new Climate & Sustainability Systems thread. Paper presented in ASEE 2022 Annual Conference, Minneapolis, MN, USA, June 26-29, 2022. https://peer.asee.org/41549.pdf.
9. Lavi, R., Marti, D., & Crawley, E. (2023). Creating analogies for design problem-solving: Initial evaluation of an engineering faculty workshop. Paper presented in VII IEEE World Engineering Education Conference (EDUNINE2023), Bogotá, Colombia. https://ieeexplore.ieee.org/document/10102860.

10. Lavi, R., Yuan, L., C. Cong, Lavallee, J., Long, G. L., Melenbrink, N., Mitra, A., & Salek, M. M. (2023). The evolution of an interdisciplinary case-based learning first-year course. Paper presented in ASEE 2023 Annual Conference, Baltimore, MD, USA, June 25-28, 2023. https://peer.asee.org/the-evolution-of-an-interdisciplinary-case-based-learning-first-year-course.
11. Guerra, A., Chen, J., Lavi, R., Bertel, L. B., & Lindsay, E. (2023). Transforming engineering education. Paper presented in 9th IRSPBL: Transforming Engineering Education 2023, MA, USA, June 21-23, 2023. https://vbn.aau.dk/en/publications/transforming-engineering-education/
12. Lavi, R., Bagiati, A., Long, G. L., Salek, M. M., & Mitra, A. (2024). Work-in-progress: The unique impact of an interdisciplinary experiential learning program on undergraduate STEM students’ career readiness. Paper presented in ASEE 2024 Annual Conference, Portland, OR, USA, June 24-26, 2024. https://nemo.asee.org/public/conferences/344/papers/42032/view.
13. Johnson, M., Lavi, R., de Weck, O. L. … & Chang, Y. (2024). A comparative study of the impact of virtual reality on student learning and satisfaction in aerospace education. Paper presented in ASEE 2024 Annual Conference, Portland, OR, USA, June 24-26, 2024. https://nemo.asee.org/public/conferences/344/papers/41978/view.
14. Lavi, R., Long, G., Salek, M. M., Mitra, A., & McCullough, S. (2025). Analyzing the impact of two co-curricular undergraduate experiential learning programs on STEM students’ career readiness. Paper presented in ASEE 2025 Annual Conference, Montreal, QC, Canada, June 22-25, 2025. https://doi.org/10.18260/1-2--55440.
15. Bertel, L., Lavi, R., Rathcke, K., Coelho, N., & Dyremose, S. (2025). Towards a framework for assessing systems thinking in collaborative problem-solving in STEM. Paper presented in ASEE 2025 Annual Conference, Montreal, QC, Canada, June 22-25, 2025. https://doi.org/10.18260/1-2--57702.
16. Johnson, M., Lavi, R., de Weck, Carlone, L., Chang, Y., & Hajela, P. (2025). Work-in-progress: A second comparative study of the impact of virtual reality in aerospace education. Paper presented in ASEE 2025 Annual Conference, Montreal, QC, Canada, June 22-25, 2025. https://doi.org/10.18260/1-2--57474.
17. Lavi, R., Mitra, A. (2026). WIP: Using the System Architecture-Function-Outcome framework to facilitate cross-disciplinary collaboration by undergraduate engineering students. Paper presented in ASEE 2026 Annual Conference, Charlotte, NC, USA, June 22-25, 2026. https://peer.asee.org/60819.

Research Reports

In Hebrew

Lavi, R., Tal, M., & Dori, Y. J. (2020). Perceptions of Technion alumni and students on developing their 21^st century skills. Samuel Neaman Institute for National Policy Research (abstract in English). Retrieved from https://www.neaman.org.il/Files/Perceptions%20of%20Technion%20Alumni.pdf