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Maureen KendrickView profile

Professor

• Digital literacies
• Multiliteracy and multimodality
• Literacy education
• +5 more

Maureen Kendrick is a Professor and Deputy Department Head in the Department of Language & Literacy Education at the University of British Columbia's Faculty of Education. Her research examines literacy and multimodality as integrated communicative practices, addressing social and cultural issues in diverse contexts with particular emphasis on visual communication and refugee/migrant education. Her research interests span digital literacies, multiliteracy and multimodality, and international perspectives on literacy education. She investigates how youth from refugee backgrounds use multimodal approaches to construct identities and engage with learning, often through digital storytelling and visual methodologies. Her work extends to health literacy in Ugandan contexts and the role of play in early childhood literacy development across Canada, Kenya, and Uganda. Analysis of her recent publications reveals consistent focus on refugee/migrant education, digital storytelling, and multimodal literacy. She examines how digital tools empower marginalized youth to express identities while addressing challenges in language learning and cultural integration. Her research also explores HIV/AIDS education through makerspaces and the intersection of arts-based practices with science literacy. Dr. Kendrick's scientific recognition includes: Canadian Committee for Graduate Students in Education (CCGSE) Mentorship Award (2024) Killam Teaching Prize (2012-13) Alan C. Purves Award (2013) She actively supervises graduate students across doctoral and master's programs, with current research focusing on refugee education and multilingual learners. Her SSHRC-funded projects include the 2025-2029 grant 'Digital Multimodal Composing-To-Learn' and the 'Language and Literacy Learning Among Refugee and Migrant Background Children' initiative, involving collaborators from UBC, York, and Western universities. Dr. Kendrick leads international research teams across Canada, Uganda, and Kenya, developing community-engaged approaches to literacy education that bridge academic research and classroom practice.

• Critical Disability Studies
• Disablism
• Ableism
• +13 more

Professor Dan Goodley is a leading academic in Critical Disability Studies at the University of Sheffield , affiliated with the School of Education and co-director of the iHuman research center. His work bridges critical psychology , medical sociology , and posthuman theory to challenge ableist norms in education, healthcare, and society. He has secured major grants, including a £2.9m Wellcome Trust Discretionary Award and multiple ESRC-funded projects, focusing on themes like disablism , social justice , and inclusive research methodologies . Research Themes : Critical Disability Theory, Posthumanism, Dis/ability and Technology, Decolonizing Disability, Austerity and Dis/ability, Co-Production with Marginalized Communities. Grants : Wellcome Trust, ESRC, EPSRC, Research England, European Social Fund. Professional Roles : Visiting Professor at University of Ghent, Editorial Board Member for multiple journals, ESRC Peer Review College. His recent publications interrogate the intersections of disability , pandemic ethics , and autonomous technologies , often employing co-produced and participatory frameworks. He advocates for disabled voices in research and policy, emphasizing resilience and decolonizing praxis in global contexts.

Morgan G. AmesView profile

Adjunct Assistant Professor

• Science and Technology Studies
• Anthropology
• Human-Computer Interaction
• +5 more

Morgan G. Ames is an Assistant Adjunct Professor at the UC Berkeley School of Information and serves as Associate Director of Research for the Center for Science, Technology, Medicine & Society. She chairs the Designated Emphasis in Science and Technology Studies and is affiliated with multiple research centers including the Algorithmic Fairness and Opacity Working Group, the Center for Science, Technology, Society and Policy, and the Berkeley Institute of Data Science. Her educational background includes a Ph.D. in Communication with a minor in Anthropology from Stanford University (2013), an M.S. in Information Management and Systems from UC Berkeley (2006), and a B.A. in Computer Science from UC Berkeley (2004). Prior to her academic career, she worked as a researcher at Google, Yahoo!, Nokia, and Intel. Ames researches the ideological origins of inequality in the technology world, with a focus on utopianism, childhood, and learning. Her work critically examines how technology design practices shape identities and social structures. Current projects include 'Seeing Like a Valley: the Moral Visions of Silicon Valley,' 'Algorithms in Culture,' and 'Countercultures of Technology Use.' She has published extensively on One Laptop per Child, Minecraft, and the social implications of algorithmic systems. Her publication record shows a consistent focus on the cultural dimensions of technology, particularly examining how utopian visions shape technology design and implementation. Recent work increasingly addresses algorithmic systems and their cultural impacts, while maintaining her longstanding interest in educational technology and youth technology practices. Ames has received significant recognition for her scholarship, including: 2020 Best Information Science Book Award 2020 Sally Hacker Prize 2021 Computer History Museum Prize She advises students on interpretive research methods, particularly ethnography, and serves on doctoral committees though cannot be a primary advisor for PhD students. Her research has been supported by multiple interdisciplinary collaborations, including the 'Algorithms in Culture' conference series she co-organized through the Center for Science, Technology, Medicine & Society. Ames leads the 'Seeing Like a Valley' research collective that brings together scholars from across UC Berkeley and Silicon Valley to examine how the region's industrial practices shape moral visions that influence global technological development and social values.

Craig R. ForestView profile

Professor

• Neuroengineering
• BioMEMS Technologies
• High-Throughput Genomics
• +4 more

Dr. Craig R. Forest is a Professor at the Georgia Institute of Technology's Woodruff School of Mechanical Engineering, specializing in bioMEMS, neuroengineering, and high-throughput instrumentation. He leads the Precision Biosystems Laboratory, focusing on developing robotic tools for neuroscience and genomics. His research bridges mechanical engineering with biological systems, creating innovations like the PatcherBot for automated electrophysiology. Forest earned his Ph.D. (2007) and M.S. (2003) from MIT and B.S. (2001) from Georgia Tech. He has been recognized with awards including the 2013 Georgia Tech Class of 1940 W. Roane Beard Outstanding Teacher Award and Engineer of the Year (2013). His work emphasizes interdisciplinary collaboration, particularly through initiatives like CREATE-X and the Invention Studio, fostering student entrepreneurship and maker culture. Key contributions include ultra-high-throughput genomics tools, microfluidic systems, and acoustic reporter genes for medical imaging. Forest’s lab explores emerging fields like intracellular robotics in neuroscience and molecular communication networks, with applications in drug discovery and personalized medicine. Scientific awards highlight his impact in education and engineering innovation. His grants and collaborations span academic and industrial partnerships, advancing both theoretical and applied research in bioengineering and nanotechnology.

Jasmine BegeskeView profile

Assistant Clinical Professor

• Inclusive Education
• Arts Education
• Assistive Technology
• +5 more

Jasmine Begeske serves as Clinical Assistant Professor of Special Education in Purdue University's Department of Educational Studies within the College of Education. She co-founded and directs CREATE: Center for Research and Equipment for Assistive Technology in Education, an AT library and makerspace providing hands-on opportunities for pre-service teachers to develop individualized solutions for students with disabilities using 3D printers, Cricut, and Glowforge equipment. Her educational background includes: PhD in Special Education with Cognate in Art Education from Purdue University MFA in Photography and Related Media from Purdue University MS in Secondary Education (Special Education specialization) from Indiana University Northwest BFA in Photography with Art History minor from Indiana University Dr. Begeske's research program examines inclusive access to arts education through program evaluation and creative assistive technology development. Her experimental printmaking practice integrates individuals with disabilities as co-creators , while her scholarly work validates instruments measuring preschool arts accessibility and develops multisensory adaptations for students with visual impairments. She bridges art education and special education through evidence-based AT interventions . Analysis of her publication history reveals consistent focus on arts/special education intersections with increasing emphasis on empirical validation of accessibility instruments and multisensory adaptations. Her 2023 work on teacher education in art classrooms and multisensory adaptations demonstrates practical applications of her CREATE center's mission, while her 2022 instrument validation study establishes methodological rigor in measuring arts accessibility. Her scientific recognition includes: 2023 USSEA Outstanding Dissertation Award 2023 Purdue Focus Award for equity initiatives 2022 AEAI President's Award for EDI service Multiple Purdue University teaching and discovery awards (2020-2023) With 15+ years of teacher preparation experience spanning 100+ course sections, Dr. Begeske mentors doctoral students while securing grant funding including $100K from Purdue's Instructional Equipment Grant for CREATE. Her professional service encompasses state-level program reviews, academic standards committees, and leadership roles in Indiana Division of Early Childhood and CEC-DARTS. The CREATE center operates as a dual-space AT innovation hub with fixed location in Beering Hall and mobile carts supporting field experiences. It empowers pre-service teachers to prototype solutions addressing specific student needs while advancing Dr. Begeske's mission of making education universally accessible through technology and creativity.

Victor R. LeeView profile

Associate Professor

• Data Science Education
• STEM Education
• K-12 Education
• +4 more

Victor R. Lee serves as an Associate Professor at Stanford University's Graduate School of Education, with his office located at CERAS Building (520 Galvez Mall, Suite 531) in Stanford, California. He is actively affiliated with the Center for Studies in Education and Technology (CSET), where he conducts interdisciplinary research at the intersection of technology and learning. Dr. Lee holds a Ph.D. in Learning Sciences from Northwestern University and earned dual Bachelor's degrees in Cognitive Science and Mathematics from the University of California, San Diego. His academic trajectory bridges technical disciplines with educational research, establishing a foundation for his work in data-intensive learning environments. His research program centers on two interconnected domains: data literacy development in K-12 contexts and STEM education innovation across diverse learning spaces. He investigates how individuals make meaning from data during inquiry-based learning, with particular emphasis on self-collected student data and the epistemological challenges of data sense-making. Concurrently, his STEM education work spans traditional classrooms, makerspaces, computer labs, and school libraries, examining engaged learning practices and conceptual change in mathematics and science. Current projects focus on identifying the specialized knowledge teachers require to effectively scaffold student interactions with complex real-world datasets. Recent publications (2023-2024) reveal a strategic pivot toward artificial intelligence education, examining both teacher preparation and student understanding of AI systems. His work demonstrates consistent methodological rigor through design-based research, classroom implementations, and analysis of student reasoning patterns, particularly regarding how learners conceptualize algorithmic processes in platforms like YouTube. As a core faculty member within CSET, Dr. Lee collaborates with multidisciplinary teams to develop and evaluate educational interventions that bridge theoretical learning sciences with practical classroom applications, with recent emphasis on AI literacy tools and data-enabled pedagogical approaches.

Kristiina KumpulainenView profile

Professor

• Educational Sciences
• Early Childhood Education
• Digital Literacy
• +5 more

Kristiina Kumpulainen is a Professor at the University of Helsinki's Faculty of Educational Sciences, leading the Learning, Culture & Interventions (LECI) research group. Currently on leave but actively engaged in research, she supervises doctoral students in both the Doctoral Program in Cognition, Learning, Teaching and Communication and the Doctoral Program in School, Education, Society and Culture. Her scholarly contributions include 270 research outputs and leadership of 27 research projects, with recent work focusing on children's digital experiences and early childhood education systems. Her research interests center on educational sciences with emphasis on early childhood education, digital literacy development, learning environments, and educational change processes. She examines how children interact with technology, develop ecological imagination, and build multiliteracy skills across different contexts. Her work bridges theoretical frameworks with practical educational interventions, particularly examining agency-structure dynamics in educational settings and the implementation of child-centric educational systems. Analysis of her recent publications reveals consistent focus on digital childhoods, educational interventions, and comparative early childhood education systems. Her work spans multiple methodologies including qualitative case studies, comparative analyses, and theoretical explorations of learning across contexts. The research demonstrates strong international collaboration, particularly within Nordic countries and global comparative studies. Member of the Finnish Academy of Science and Letters (2019) 2020 Editor's Choice Award from British Educational Research Association (2021) Nomination for Outstanding Publication Award from EARLI (2002) Nomination for best paper award at THE POWER OF MEDIA IN EDUCATION Conference (2007) Professor Kumpulainen has supervised numerous doctoral students and served on dissertation committees. Her research has been supported by significant grants including the Australian Research Council, Finnish Academy of Science, and Nordic research networks. She actively participates in academic service through editorial boards, peer review activities (over 90 manuscript reviews), and professional committees. She directs the Playful Learning Center research laboratory, which focuses on innovative approaches to children's learning through play and technology integration.

Kate FuView profile

Associate Professor

• Design Innovation
• Creativity
• Design Theory and Methodology
• +9 more

Dr. Kate Fu is the Jay and Cynthia Ihlenfeld Associate Professor of Mechanical Engineering at the University of Wisconsin-Madison. She previously held academic positions at Georgia Institute of Technology (2014-2021) and completed postdoctoral fellowships at MIT and Singapore University of Technology and Design. Her education includes a Ph.D. (2012), M.S. (2009) from Carnegie Mellon University, and B.S. (2007) from Brown University. Her research focuses on engineering design cognition, computational design tools, and design innovation. Key areas include creativity enhancement, design-by-analogy methodologies, and integrating artificial intelligence into design processes. She has pioneered work on gender dynamics in engineering teams and equity in education. Notable awards include the NSF CAREER Award (2019), ASME Young Investigator Award (2020), and SREB Mentor of the Year (2022). She actively contributes to engineering education through courses like Geometric Modeling for Design, Experiential Design Projects, and graduate research supervision. Her work bridges disciplinary boundaries with projects on additive manufacturing, design justice frameworks, and social impacts of engineering solutions. Current research explores equity in makerspaces, energy justice metrics, and cognitive processes in design teams.

Vishal SachdevView profile

Associate Clinical Professor

• Technology and Collective Action
• Cooperative Production
• Gamification of Education
• +7 more

Vishal Sachdev is a Clinical Associate Professor of Business Administration at the University of Illinois at Urbana-Champaign's Gies College of Business. He serves as Director of the MS Analytics program, Director of Illinois MakerLab, and DPI Faculty in Residence. His academic roles span teaching, research, and leadership in educational technology and innovation. Education: B.A. in Mathematics, St. Stephen's College, New Delhi (1993) M.S. in International Business, Indian Institute of Foreign Trade (1996) Ph.D. in Information Systems, University of Texas at Arlington (2007) Research Interests: Dr. Sachdev focuses on technology's role in enabling collective action, cooperative production, and gamification in education. His work explores blockchain-based DAOs, 3D printing in educational settings, and the intersection of Web3 with decentralized business models. He emphasizes scalable peer-learning environments and online/blended education frameworks. Awards: Emerging Award for Excellence in Public Engagement (UIUC) List of Excellent Teachers (UIUC, multiple years) Research Excellence Award (Gies BADM, 2023) Grants & Labs: He leads Illinois MakerLab, a pioneering academic makerspace. Notable grants include Blockchain Analytics (Gies, 2023-2025), US Competitiveness in Web3 (Solana Foundation, 2022-2024), and Autodesk grants for Fusion 360 workshops. His work bridges technology, education, and innovation through applied research. Courses: Teaches courses like Blockchain Analytics, Database Design, and Digital Making Seminar, emphasizing hands-on, industry-relevant learning.

Anke MüllerView profile

Professor

• Manufacturing Engineering
• Mechanical Engineering
• Hybrid Materials
• +3 more

Prof. Dr.-Ing. Anke Müller is a Professor of Manufacturing Processes in Mechanical Engineering at the Faculty of Engineering, Hof University of Applied Sciences. She serves as Dean of the Faculty of Engineering and leads the MakerSpace and various laboratories including CNC Technology and Central Workshop. Current roles: Faculty Dean, Professor, MakerSpace Director Academic focus: Manufacturing engineering, hybrid materials, precision machining Key projects: Startuplab@FH, I²P² international partnership Education Diploma in Precision Engineering/Medical Technology from Wilhelmshaven University of Applied Sciences PhD (Dr.-Ing.) from Leibniz University Hannover on "Polishing ceramic knee implants with resilient diamond tools" Research interests center on advanced manufacturing technologies, particularly: Hybrid material systems (polymer-metal, fiber-metal composites) Precision machining and flexible tooling Lightweight die casting and thermal behavior analysis Innovative process development for intrinsic hybrid components Integration of data analysis in manufacturing education Scientific awards include: 2014 Förderpreis der Stiftung NiedersachsenMetall 2013 CIRP-BioM Best Paper Award 2011 ASPE Best Posterpaper Award 2010 IFW-Kooperationspreis

Rob RouseView profile

Lecturer

• Maker Education
• STEM Education
• Integrated Learning Environments
• +4 more

Dr. Rob Rouse is a Lecturer at the School of Education, University of Queensland , with expertise in maker education and integrated STEM learning environments . Previously, he taught chemistry at a New York City performing arts secondary school through the New York City Teaching Fellows and served as former Director of the Southern Methodist University (SMU) Maker Education Project , co-founded with SMU's School of Engineering. PhD in Learning, Teaching, and Diversity from Vanderbilt University's Peabody College Current research focuses on supporting teachers to utilize school makerspaces for innovative, hands-on instruction Collaborates with informal STEM organizations to provide professional development for educators His work explores inclusive makerspace design , mobile instructional spaces , and K-12 teacher training . Publications emphasize systematic reviews of makerspace research , best practices for mobile STEM spaces , and culturally relevant maker pedagogy . While no specific scientific awards are listed, his projects like the MakerTruck mobile makerspace demonstrate practical impact. Dr. Rouse supervises PhD research on topics including maker pedagogy , differentiated science learning , and gender dynamics in STEM education . He actively partners with teams at institutions like the International Symposium on Academic Makerspaces and Australian Technology Education Research Conference .

Liz ChesworthView profile

Senior Lecturer

• Early Childhood Education
• Play Cultures
• Curriculum Development
• +3 more

Liz Chesworth is a Senior Lecturer in Early Childhood Education at the School of Education, University of Sheffield . A Senior Fellow of the Higher Education Academy (SFHEA), her work bridges research, teaching, and professional practice. BA (Hons), PGCE, PhD Her research focuses on contemporary play cultures , dynamic curriculum approaches , and children’s participation in research . She explores power dynamics in peer cultures and digital play’s impact on well-being, with funded projects like the Lego Foundation's Responsible Innovation in Technology for Children and EU Horizon 2020’s MakEY makerspace initiative. Her work has received international recognition through keynotes and consultancy. Recent publications emphasize participatory methods, cross-cultural family engagement, and technology integration in early years. She co-edits journals and serves on editorial boards, while leading the full-time Masters in Early Childhood Education and teaching in the White Rose Doctoral Training Programme . Senior Fellow of the Higher Education Academy (SFHEA) Liz collaborates with institutions such as The Froebel Trust and contributes to policy debates on inclusive practices.

Jennifer LockView profile

Professor

• E-Learning
• Educational Technology
• Distance Education
• +6 more

Dr. Jennifer Lock serves as Vice Dean and Professor at the Werklund School of Education, University of Calgary. She specializes in Educational Technology with a focus on e-learning, online learning communities, and technology integration in education. Her research explores distance education, leadership in educational innovation, and makerspaces in STEM pedagogy. Dr. Lock has held roles including Coordinator of Distance Education at Aurora College and has taught across undergraduate and graduate programs at Werklund. Education: Doctor of Philosophy (Educational Technology), University of Calgary, 2004 Master of Education (Thesis), University of Saskatchewan, 1992 Bachelor of Education and Bachelor of Arts, University of Saskatchewan, 1984/1989 Research Interests: E-learning, technology integration, leadership in educational technology, scholarship of teaching and learning, and experiential learning through makerspaces. Her work emphasizes culturally responsive pedagogy, online collaboration, and assessment frameworks for skill development. Awards: Izaak Walton Killam Graduate Supervision Award (2019) U Calgary Teaching Award for Educational Leadership (2015) U Make a Difference Award (2016) Multiple excellence in supervision and teaching awards from 2012–2018 Advising & Grants: Supervised numerous graduate students (not listed explicitly). Active in curriculum development and educational leadership initiatives. Collaborated on projects funded by institutions including the Werklund School of Education and University of Calgary. Labs/Teams: Involved with the Werklund School’s educational technology teams and the International Maker Education Network. Leads projects on immersive education and design thinking in teacher training.

Maria HalbingerView profile

Associate Professor

• Innovation
• Entrepreneurship
• Creativity

Maria Halbinger is an Associate Professor at the Zicklin School of Business , affiliated with the Lawrence N. Field Department of Entrepreneurship and Innovation at Baruch College, City University of New York (CUNY). Her academic career focuses on innovation, entrepreneurship, and creativity within collaborative environments. European Master of Business Science, University of Birmingham, UK (2003) Diplom in Business Administration, University of Regensburg, Germany (2005) PhD in Economics and Management with a focus on Entrepreneurship, Copenhagen Business School, Denmark (2014) Her research explores how user innovation communities, social identity, and pre-innovation experiences influence entrepreneurial success. She investigates topics such as reciprocity in collaborative platforms, the impact of competition on user-generated content, and the role of makerspaces in supporting entrepreneurial ventures. Maria's publications highlight trends in user-driven innovation , community dynamics , and technology adoption across platforms like 3D printing ecosystems. Her work spans interdisciplinary subfields including collaborative design, open innovation, and hacker-maker culture.

Jessica SwensonView profile

Assistant Professor

• Engineering Education
• Undergraduate Engineering Pedagogy
• Epistemological Framing
• +4 more

Jessica Swenson is an Assistant Professor in the Department of Engineering Education at the University at Buffalo's School of Engineering and Applied Sciences. Her work focuses on engineering education methodologies, particularly in undergraduate conceptual knowledge development, Learning Assistant programs, and fostering inclusive environments for women and multilingual learners in engineering. She holds a PhD in Mechanical Engineering from Tufts University (2018), an MS in STEM Education, and a BS in Mechanical Engineering from Northwestern University (2010). Education: PhD, Mechanical Engineering, Tufts University, 2018 MS, Science, Technology, Engineering and Mathematics Education, Tufts University, 2013 BS, Mechanical Engineering, Northwestern University, 2010 Research Interests: Jessica explores engineering design processes, epistemological framing in student learning, and how affect and identity influence academic trajectories. Her work emphasizes equitable pedagogies for multilingual learners, team dynamics in design projects, and the role of power structures in stakeholder interactions. She investigates how open-ended problems and scaffolding techniques impact problem-solving skills and engineering judgment development. Key Themes in Publications: Recent work highlights the interplay between affect and identity in first-year engineering students, strategies for multilingual learners in K-12 settings, and the role of team accomplishment in fostering belongingness. She also examines how flexible classroom spaces and maker environments influence student engagement and identity formation. Awards & Grants: No awards explicitly listed. Current research initiatives focus on NSF-funded projects related to engineering education equity and pedagogical innovation. Labs & Teams: Engaged in interdisciplinary collaborations with aviation museums and pre-service teacher networks to develop authentic engineering assessments and inclusive curriculum designs.