Katarzyna Kaczmarska is a Senior Lecturer in Politics and International Relations at the School of Social and Political Science, University of Edinburgh. She joined the university in 2019, bringing expertise in the sociology of international relations knowledge, academic freedom, and post-Soviet politics. Her research focuses on knowledge construction among scholars and practitioners, with particular emphasis on Russia’s domestic and foreign policies. She actively contributes to academic freedom initiatives, including co-editing a 2022 special issue of the International Journal of Human Rights on academic freedom and internationalization. Education: PhD in International Studies, MSc in Development Studies (Central Asia focus), MA in International Relations. She has held fellowships at Aberystwyth University (Marie Skłodowska-Curie) and St Petersburg State University. Her teaching includes courses on Russian foreign policy and International Relations theory. Research interests encompass the sociology of IR knowledge, academic freedom challenges, and post-Soviet geopolitics. She supervises PhD projects in Global IR, academic freedom, and Russian studies. Her 2020 book, Making Global Knowledge in Local Contexts , explores how Russian scholars navigate international relations theory in policy advice. Key roles: Member of the ISA Academic Freedom Committee, University of Edinburgh Academic Freedom Working Group. Media commentary: Regular contributor to LBC News, TBS Radio South Korea, and The Conversation.
Manuel DeLanda is a New York-based cross-disciplinary theorist and artist. He holds the rank of Professor at The European Graduate School / EGS and serves as a lecturer at Princeton University's School of Architecture and Pratt Institute's Graduate Architecture and Urban Design program. His academic career includes past roles as a Fellow at Princeton's Institute for Advanced Study (2000/01) and teaching positions at the University of Pennsylvania and Columbia University. Education: BFA from the School of Visual Arts (New York), PhD from the European Graduate School (2010). Research interests span philosophy, complexity theory, materialism, science studies, and Deleuzean thought. His work integrates interdisciplinary approaches to topics like assemblage theory, urban capitalism, morphogenesis, and the philosophy of science. Key themes include the application of mathematical concepts (topology, chaos theory) to social and historical analysis, and rethinking materialist frameworks across disciplines. Notable contributions include books such as War in the Age of Intelligent Machines , A Thousand Years of Nonlinear History , and Assemblage Theory . His lectures (e.g., on economic agglomeration, urban capitalism, and Deleuzean philosophy) reflect his commitment to bridging abstract theory with empirical analysis. Labs/Teams: No specific lab affiliations mentioned, but his work is collaborative through academic networks and interdisciplinary projects in architecture, urbanism, and philosophy.
Mark d'Inverno is a Professor in the Department of Computing at Goldsmiths, University of London, where he has established himself as a leading researcher at the intersection of artificial intelligence, multi-agent systems, and creative applications. His academic journey began with foundational work in formal methods and agent-based systems, culminating in his 1998 PhD thesis 'Agents, Agency and Autonomy: A Formal Computational Model' from University College London, and has evolved toward practical applications in music technology and ethical AI systems. Professor d'Inverno's research interests span multiple interconnected domains, with a particular focus on computational creativity, multi-agent systems, and the application of AI in musical contexts. His work explores how artificial intelligence can enhance creative processes, particularly in music composition and performance, while maintaining ethical considerations in social AI systems. He has made significant contributions to understanding how agents can interact meaningfully in social contexts, how ethical frameworks can be embedded in online systems, and how technology can support creative learning experiences. His recent scholarly output demonstrates a clear trajectory toward applied research with social impact, as evidenced by his 2021-2024 publications which increasingly address ethical considerations in AI, human-AI collaboration in creative domains, and educational applications of technology. These works reveal a researcher deeply engaged with both theoretical foundations and practical implementations, bridging the gap between abstract computational models and real-world creative and educational applications. Professor d'Inverno maintains an extensive collaborative network, frequently working with Matthew Yee-King on music technology applications, with Pablo Noriega on ethical AI frameworks, and with Jon McCormack on computational creativity. His research has been supported through various projects that connect theoretical computer science with practical creative applications, particularly in the development of systems that facilitate human-AI creative collaboration.
Lance Rips is a Professor in the Psychology Department at Northwestern University , Evanston, IL. His research focuses on cognitive psychology, particularly concepts, reasoning, and autobiographical memory. Academic Rank: Professor Institution: Northwestern University Department: Psychology Department Contact: ripslab@gmail.com , rips@northwestern.edu Research interests include: Deductive and inductive reasoning Concepts of objects/events over time Causal cognition Mathematical thinking (numbers, non-Euclidean geometry) Informal argumentation and survey methodology His lab investigates foundational questions in cognition, with recent work on conditional reasoning, object individuation, and developmental understanding of substances. Publications span journals like Cognitive Science , Psychological Science , and Cognition .
Femke van Horen is a Full Professor of Consumer Behavior at the Marketing Department of the School of Business and Economics, Vrije Universiteit Amsterdam. She serves as Scientific Director of the VU Behavioural Lab and Associate Editor for the International Journal of Research in Marketing . Her research focuses on product imitation strategies, environmental uncertainty's impact on consumer decisions, and nudging for sustainability. She co-chaired the 2023 EACR Conference and was a visiting scholar at Stanford University. Education: PhD from Tilburg University (2013), followed by postdoctoral research at the University of Cologne's Social Cognition Lab. Joined VU Amsterdam in 2013. Research Interests: Product Imitation: Effectiveness of copycat strategies and brand evaluation dynamics. Environmental Uncertainty: Consumer decision-making during crises or elections. Sustainability Nudging: Behavioral methods to promote eco-friendly actions. Awards & Grants: AMA Research in Practice Award 2019 (for Out-of-Category Brand Imitation ). IJRM Outstanding Reviewer Award 2023. Grants from ACR/Sheth Foundation, University of Cologne, and others. Advising: Co-supervises two PhD students on sustainability and product imitation, and a postdoc on plant-based meat adoption. Labs & Teams: Leads the VU Behavioural Lab, focusing on interdisciplinary consumer research.
Eliot R. Smith is a Professor in the Department of Psychological and Brain Sciences at Indiana University Bloomington's College of Arts and Sciences. With over 126 publications and an h-index of 50, he has established himself as a leading scholar in social psychology, particularly in the areas of intergroup emotions and social cognition. His Scopus profile shows 10,991 citations across 8,796 documents, reflecting significant impact in his field. Smith's research focuses on how group membership shapes emotional experiences and social judgments. His work has significantly contributed to Intergroup Emotions Theory, exploring how people experience emotions on behalf of their social groups and how these group-based emotions influence intergroup relations. Recent research examines gender bias in hiring decisions through a large meta-analysis spanning 44 years of field experiments, human-robot interaction through social psychological lenses, and the dynamics of group-based emotions over time. His research integrates theoretical advances in embodied cognition with social psychological phenomena, examining how physical and social contexts shape cognitive and emotional processes. Analysis of his recent publications (2019-2024) reveals three dominant research trajectories: 1) gender bias and discrimination in organizational contexts, 2) extension of social psychological theories to human-robot interaction, and 3) refinement of Intergroup Emotions Theory with attention to temporal dynamics and regulatory processes. His work increasingly incorporates methodological innovations including meta-analyses, multi-analyst approaches, and cross-cultural comparisons.
Maithilee Kunda is an Associate Professor in the Department of Computer Science and Computer Engineering at Vanderbilt University's School of Engineering. She leads the Laboratory for Artificial Intelligence and Visual Analogical Systems and co-leads the Vanderbilt Initiative for Autism, Innovation, and the Workforce. Her research focuses on AI-driven cognitive systems, particularly visual reasoning and technology applications for neurodiverse populations, including autism spectrum disorder. Dr. Kunda holds a B.S. in Mathematics with Computer Science from MIT (2007) and a Ph.D. in Computer Science from Georgia Tech (2013). She was honored as an MIT Technology Review Innovator Under 35 in 2016 for her groundbreaking work. Her research bridges computational models of visual thinking and real-world impact, emphasizing neurodiverse cognition. Notable projects include developing AI systems for autism-related social skills interventions, designing visual analogy problem-solving frameworks, and advancing nonverbal communication understanding in AI. Her work addresses challenges in abstract reasoning tasks (e.g., Raven's Matrices), visual imagery-based learning, and ethical AI integration. She advocates for inclusive technology design, leveraging both generative AI and cognitive principles to create human-centered solutions. Key awards: MIT Technology Review Innovator Under 35 (2016) Her labs focus on practical AI applications for education, healthcare, and workforce development, emphasizing interdisciplinary collaboration between engineering, psychology, and neuroscience.
Daniel Hyde is an Associate Professor in the Department of Psychology at the University of Illinois Urbana-Champaign, affiliated with the College of Liberal Arts & Sciences and the Neuroscience Program. His research explores the nature and development of abstract conceptual knowledge through behavioral and neural measures. PhD in Psychology from Harvard University Hyde investigates cognitive development from infancy to adulthood, focusing on quantitative reasoning , spatial reasoning , and psychological reasoning using techniques like event-related brain potentials (ERPs) , functional near-infrared spectroscopy (fNIRS) , and behavioral assessments. His recent work examines how symbolic number knowledge builds on non-symbolic foundations and how neural sensitivity to mental states in infancy predicts later theory of mind abilities. Hyde's publications demonstrate a consistent focus on numerical cognition, multisensory integration, and developmental neuroscience. He leads the Brain and Cognitive Development Lab , participates in global initiatives like ManyNumbers and ManyBabies , and collaborates across disciplines to apply developmental insights to education and public health contexts.
Gizem Karaali is a Professor of Mathematics and Statistics and Chair of the Mathematics Department at Pomona College, part of The Claremont Colleges. She holds a Ph.D. in Mathematics from UC Berkeley (2004) and a B.S. in Electrical Engineering and Mathematics from Boğaziçi University. Her research spans algebraic structures like Lie algebras, representation theory, and humanistic mathematics, with a focus on integrating social justice into mathematics education. She co-founded the Journal of Humanistic Mathematics and created innovative courses such as the first-year seminar Can Zombies Do Math? to explore mathematics’ humanistic dimensions. Research Interests: Representation Theory, Algebraic Combinatorics, Quantitative Literacy, Mathematics Education, and the intersection of math with social justice. She has published widely in journals like Advances in Mathematics , Ramanujan Journal , and Journal of Humanistic Mathematics . Awards: NSA Young Investigator Award (2011-2013), NEH Enduring Questions Grant (2014-2016), AMS Project NExT Fellow. Active in editorial roles for Journal of Humanistic Mathematics and Numeracy . Teaching: Courses include Calculus, Linear Algebra, Abstract Algebra, and interdisciplinary topics like Mathematics, Philosophy, and the Real World. Advised senior theses in diverse areas including ethnomathematics and quantitative literacy.
Michael Weiss is a Lecturer in the Department of Mathematics at the University of Michigan. He teaches foundational courses such as Linear Algebra (MATH 217) and Explorations in Euclidean Geometry (MATH 431). His office is located in East Hall (Room 1868) at 530 Church Street, Ann Arbor, MI. Current Courses: MATH 217-004 (Linear Algebra), MATH 217-011 (Linear Algebra), MATH 431-001 (Explorations in Euclidean Geometry) Weiss’s research focuses on mathematics education, particularly on pedagogical strategies for teaching geometry and mathematical reasoning. His work explores the use of visual representations, interactive technologies, and narrative tools (e.g., comics) to enhance learning and teacher development. He emphasizes the role of theory-building in secondary geometry instruction and investigates how students translate abstract mathematical concepts into concrete reasoning. His publications highlight interdisciplinary approaches to education, integrating technology (e.g., animated stories, voice assistants) with traditional teaching methods. Keywords across his work include Mathematics Education , Geometry , Interactive Media , Visual Learning , and Teacher Training . Contact: mweiss@umich.edu
Professor Kylie Peppler is a dual Professor of Informatics and Education at the University of California, Irvine, leading the Creativity Labs and the Connected Learning Lab. Her research focuses on leveraging hands-on creativity—such as e-textiles, robotics, and traditional fiber crafts—to enhance STEM education, particularly for marginalized populations. She emphasizes the role of materiality in fostering systems thinking and equity in learning environments. Education: PhD in Education (UCLA), Postdoctoral training at UC Irvine, and prior roles at Indiana University. Her academic journey bridges psychology, art, and technology. Research Interests: Maker culture, computational thinking, STEAM integration, workforce development, and the impact of arts in education. She explores how tools like e-textiles and looms democratize access to STEM while addressing gender disparities. Key Projects: NSF-funded work on computational construction kits, Re-Crafting STEM initiatives, and Future of Work research using AR/VR for manufacturing training. Collaborations include Boeing, Inner-City Arts, and NYSCI. Awards: NSF Early CAREER Award, Mira Tech Educator of the Year, and Indiana Governor's Award. Her work is supported by NSF, Wallace Foundation, and industry partners. Grants & Labs: Over $10M in grants; directs labs advancing connected learning and equity through technology. Recent studies include virtual reality welding simulators and culturally sustaining arts practices. Labs/Teams: Creativity Labs (designing maker tools), Connected Learning Lab (digital equity), and partnerships with museums and industry to scale inclusive learning.
Professor Roy Pea is the David Jacks Professor of Education & Learning Sciences at Stanford University, with a courtesy appointment in Computer Science. He served as Director of the H-STAR Institute (2007-2021) and founded Stanford’s PhD program in Learning Sciences and Technology Design. His research focuses on technology-enhanced learning, social foundations of human learning, and interdisciplinary applications of digital tools. Stanford University, School of Education Graduate School of Education Department Courtesy appointment in Computer Science His work spans complex domains like concussion education, climate change learning, and AI-driven mental health interventions. He co-authored the 2010 National Education Technology Plan and co-edited key texts including Video Research in the Learning Sciences and AI in Education . His NSF-funded LIFE Center (2004-2014) advanced learning science theories. Recent publications address: (1) linguistic framing of concussions and reporting behavior, (2) AI chatbots for mental health, (3) "engineering fiction" to reduce climate change abstractness, and (4) immersive AR/LLM learning experiences. His research integrates data science, psychology, and educational technology. Fellow, American Academy of Arts and Sciences (2019) Inaugural Fellow, International Society of the Learning Sciences (2018) Honorary Doctorate, The Open University (2018) Best Bridging Paper, EDM 2014 LAK13 Best Paper Award (2013) Roy mentors doctoral and master’s students in learning sciences, advising on topics related to technology, cognition, and equity. He contributes to digital education policy through roles on advisory boards for organizations like NSF, NIH, and the Joan Ganz Cooney Center. His patents include methods for digital video analysis and collaborative learning systems.
Prof. Dr. Katja Thoring is a Full Professor of Integrated Product Design at the Technical University of Munich (TUM School of Engineering and Design). She holds a doctorate in Design Research from Delft University of Technology and has previously served as Professor of Integrated Design at Anhalt University of Applied Sciences in Dessau from 2009–2022. Her research bridges product design, architectural space, and technology, focusing on how physical environments stimulate creativity and design processes across functional, emotional, and cognitive dimensions. Key areas include generative AI applications in design, innovative research methodologies, and creative workspace design. She developed methods like the 'Delphi Design Sprint' and contributed to frameworks such as the FOD (Future-Oriented Design) model. Thoring is a member of prominent design societies (DGTF, Design Society, DRS) and a founding member of the Academy of Design Innovation Management (ADIM). Notable awards include the 'Best Paper Award' at ADIM Conference (2017) and recognition as a top early-career researcher (2019). Her work integrates design education innovation, with studies on pedagogical spaces and cross-cultural design thinking. She has published extensively on design knowledge models, creative environments, and future-oriented design strategies.
Courtney N. Reed is a Lecturer in Digital Technologies at Loughborough University London, where she joined in November 2023. She maintains a dual role as a visiting research fellow at the Max Planck Institute for Informatics. Her academic journey includes a BMus in Electronic Production and Design from Berklee College of Music (2016), followed by an MSc (2018) and PhD (2023) in Computer Science from Queen Mary University of London. Prior to her current position, she completed postdoctoral research at both the Max Planck Institute for Informatics and King's College London. Bachelor of Music: Electronic Production and Design, Berklee College of Music (2016) Master of Science: Computer Science, Queen Mary University of London (2018) Doctor of Philosophy: Computer Science, Queen Mary University of London (2023) Dr. Reed's research explores the entangled relationships between humans, bodies, instruments, and technology in music interaction, with particular focus on vocal electromyography (VoxEMG) and the vocalist-voice relationship. Her work incorporates feminist and post-human theories to examine sociopolitical contexts within arts technology, aiming to design for creativity while acknowledging individual, messy bodies in artistic practice. She has developed an open-source platform for vocal electromyography to investigate how biosignal feedback changes understanding and perception of the body in vocal performance. Her interdisciplinary approach bridges music technology, human-computer interaction, and embodied interaction studies. Analysis of Dr. Reed's recent publications (2023-2025) reveals a strong thematic focus on embodied interaction in music technology, with particular emphasis on vocal performance, biosignal feedback, and the philosophical underpinnings of digital instrument design. Her work consistently integrates theoretical frameworks like Karen Barad's agential realism with practical applications in digital musical instruments. Key trends include the exploration of ambiguity in data representation, the sociocultural dimensions of timbre in instrument design, and the development of novel methodologies for understanding embodied musical experiences through micro-phenomenology and ethnographic approaches. ACM SIGCHI Outstanding Dissertation Award (2024) for her thesis 'Imagining & Sensing: Understanding and Extending the Vocalist-Voice Relationship Through Biosignal Feedback' Best Newcomer Award at Loughborough University London's Community Awards Celebration (2024) Dr. Reed actively contributes to the academic community through conference organization and leadership roles. She serves as Member-at-Large on the NIME Board, previously chaired papers for NIME 2024, and co-organized the IBM SkillsBuild Sprint at Loughborough London. She has also chaired sessions at the ACM TEI Conference and co-chaired the Student Design Competition. Her collaborative work spans multiple institutions and includes significant contributions to interdisciplinary projects that bridge music, technology, and human experience. She has been instrumental in developing the senSInt research group and the RaveNET wearable network project. Dr. Reed leads the senSInt research group which focuses on sensorimotor interaction in music and performance contexts. The group develops innovative technologies including the VoxEMG platform for vocal electromyography, the Bones anti-corset for vocal performance, and the RaveNET network of wearable biosensing nodes. These projects explore the intersection of biosignals, embodied interaction, and musical expression, creating novel frameworks for understanding how technology mediates human creativity and performance. The group frequently collaborates with musicians, technologists, and theorists to develop and test these systems in real-world performance contexts.
Daniel A. McAdams is the Robert H. Fletcher Professor in Mechanical Engineering at Texas A&M University and serves as the NSF Program Director of Convergent Activities. His research develops design theory and methodology with focus on functional modeling, bio-inspired design, and technology evolution. Educational Background: PhD in Mechanical Engineering from University of Texas at Austin MS in Mechanical Engineering from California Institute of Technology BS in Mechanical Engineering from University of Texas at Austin His research investigates innovation in concept synthesis through computational methods, bio-inspired design approaches, and technology evolution applied to product development. Current projects include function-sharing principles in biological systems, digital twin architectures, and patent mining for technology forecasting. Recent publications explore applications of speculative fiction in design ideation, graph-theoretic approaches for digital twins, and automated assessment in engineering education, demonstrating cross-disciplinary innovation across design science. Awards and Honors: ASME Design Theory and Methodology Award Distinguished Achievement Award for Student Relations Multiple Faculty Fellow awards Design Studies Best Paper Award Outstanding Faculty Mentor Award He leads the Product Synthesis Engineering Lab, advancing design methodologies for complex engineered systems through computational approaches and biological analogies.
