Dr. Amanda Gigliotti is a Senior Lecturer at the School of Education, University of Wollongong , with expertise in technology-enhanced learning and teacher design practice. Her research investigates how educators integrate technology into pedagogy, focusing on design decisions and professional development. Current role (2025–present): Senior Lecturer, University of Wollongong Previous appointments: Lecturer (2023–2024), Career Development Fellow (2020–2023) PhD in Education (2020), Bachelor of Primary Education (Honours) (2011) Her work emphasizes inclusive digital learning , with grants totaling $292,797.25 as lead investigator. She co-authored 6 journal articles, 2 book chapters, and 2 reports, often collaborating on topics like online curriculum design and WIL simulations. Key awards include the University of Wollongong's Vice Chancellor (Early Career) Award for teaching excellence. She chairs UOW’s Early Career Researcher Committee and founded ASSH’s Early Career Academic Network, mentoring over 100 international academics.
Dr. Aline Ferreira is an Associate Professor and Director of the Bilingualism, Translation, and Cognition Laboratory at the University of California, Santa Barbara. She holds a Ph.D. from the Federal University of Minas Gerais (2013) and served as a post-doctoral research fellow in psychology at Wilfrid Laurier University. Her research focuses on bilingualism, translation processes, cognitive aspects of language, and reading. She has co-edited influential works such as The Handbook of Translation and Cognition and The Development of Translation Competence , and her work has been published in journals like Translation and Interpreting Studies and Reading and Writing . Her research interests include cognitive translation processes, bilingual cognition, and sociolinguistic factors in language learning. Recent studies explore food security disparities, indigenous health in Brazil, and the cognitive effects of immersion learning on L2 acquisition. Ferreira’s work bridges psycholinguistics, cognitive science, and applied linguistics to address interdisciplinary questions in translation and interpreting studies. She has contributed to over 50 peer-reviewed publications and serves as a key figure in advancing methodologies for studying translation processes using eye-tracking and retrospective protocols. Her lab focuses on measuring cognitive aspects of bilingualism and translation, with particular attention to marginalized populations such as Indigenous communities in Brazil. Her publications analyze topics ranging from gender and racial disparities in food insecurity to the neurological underpinnings of interpreting tasks. Ferreira’s research also addresses educational outcomes for multilingual learners and the role of sociocultural factors in language acquisition among immigrant populations.
Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.
Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.
Babak Abedin is a Professor of Business Analytics and Head of the Department of Actuarial Studies and Business Analytics at Macquarie Business School, Macquarie University. He holds a PhD in Information Systems from UNSW Business School and has expertise in AI ethics, cybersecurity governance, and digital transformation. His research focuses on responsible AI, data analytics governance, and the societal impact of technology. He has secured over $4M in external funding and led projects with organizations like the Reserve Bank of Australia and Cancer Council NSW. He is the program leader of Responsible AI at Macquarie’s Centre for Applied AI and serves on editorial boards for journals such as Information Systems Frontiers and Electronic Markets . His teaching emphasizes real-world challenges, earning him the UTS Learning & Teaching Citation (2019) and Macquarie’s Faculty of Business Teaching Award (2010). He has supervised over 10 PhD/Master’s students. His recent work explores agile cybersecurity policy frameworks, digital empowerment in health communities, and AI’s ethical implications. He frequently engages with media on topics like health informatics and AI governance. Key collaborations include studies on blockchain systems, dynamic capabilities in digital transformation, and gender bias in AI. His articles address cybersecurity policymaking, adult learning in online communities, and value co-creation in digital ecosystems.
Timothy W Curby is a Professor in the Applied Developmental Psychology department at George Mason University . His research focuses on early childhood classroom experiences, teacher-child interactions, and the application of advanced statistical models to educational research. He leads the Development in School Contexts (DISC) Lab , which examines how teacher-student interactions drive children's emotional and social development, with a particular emphasis on creating observational measures like the Emotion Teaching Rating Scale (EMOTERS) . Dr. Curby is also involved in partnerships with institutions such as the University of Illinois at Chicago, supporting professional development for preschool teachers through coaching and learning communities. Education: PhD in Educational Psychology—Learning and Development (University of Virginia), MA in Teaching (University of Michigan), BS in General Biology (University of Michigan) Key Research Areas: Emotion-focused teaching, classroom quality measurement, trauma-informed practices, and statistical modeling of teacher-child interactions Grants: Co-Principal Investigator for the Chicago Early Childhood Preparation and Pathway Partnership (US Department of Education, 2019–2024); Statistician for NIH-funded studies on parent-adolescent interactions and substance use Students Supervised: Vera Hawa, Negar Fatahi, Laura Rose Elizabeth Stokes, and others Teaching: Courses in developmental psychology, longitudinal data analysis, and multivariate statistics
Ying Wang is an Associate Professor in English linguistics at Karlstad University since 2020, specializing in English for academic purposes, applied corpus linguistics, and second language writing. She holds a PhD from Uppsala University (2013) and has taught courses at both undergraduate and graduate levels focusing on academic writing, second language pedagogy, and corpus methodology. Her research explores rhetorical structures in disciplinary genres, evaluative language resources, and the impact of extramural English activities on L2 writing development. Notable projects include the Swedish Learner English Corpus (SLEC) initiative and analyses of predatory publishing practices in political science. She has also examined government communication strategies during the UK's COVID-19 pandemic response through corpus-assisted discourse studies. Key research contributions span formulaic language use in ELF contexts, methodological innovations in corpus linguistics, and linguistic comparisons between well-established and predatory journals. Her work bridges theoretical linguistics with practical applications in education and scholarly publishing ethics. Publications span prestigious journals like English for Specific Purposes , Text & Talk , and Journal of Second Language Writing , reflecting her interdisciplinary approach to language studies. Current projects emphasize corpus-driven research on academic communication practices and their pedagogical implications.
Shane Dawson is the Executive Dean of UniSA Education Futures and Professor of Learning Analytics at the University of South Australia. His work bridges social network analysis and learner interaction data to enhance teaching quality and educational outcomes. Affiliation : University of South Australia Research Focus : Learning Analytics, Curriculum Mapping, K-12 Decision-Making Systems, and AI in Education Recent Research Trends : Shane’s 2025 publications emphasize generative AI for curriculum analytics, ethical considerations in K-12 dashboards, and longitudinal graduate attribute monitoring. His articles often integrate psychometric models, social network tools, and open-source software like OVAL and SNAPP . Advising and Collaboration : As a co-developer of key learning analytics tools and a supervisor for research students, he collaborates globally with institutions such as Johns Hopkins University and Shahid Beheshti University of Medical Sciences. Labs and Teams : Shane leads UniSA’s Teaching Innovation Unit and is a founding member of the Society for Learning Analytics Research , driving institutional and international initiatives in educational technology.
Dr. Sara Rye is an Associate Professor in Project Management for Development at the University of Bradford's Faculty of Management, Law and Social Sciences. She holds a PhD in Disaster Management from Brunel University. Her research focuses on humanitarian logistics, disaster response optimization, and inclusive game-based learning methodologies. She created a versatile toolkit for game-based education, used across age groups and abilities, and led an Erasmus+ funded project training 240 educators across four countries. Dr. Rye collaborates with Peace Studies and International Development researchers to integrate qualitative and quantitative approaches in disaster studies. Research Interests: Combines mathematical modeling with human-centric disaster analysis. Specializes in supply chain optimization during natural disasters and pedagogical tools for neurodiverse learners. Current projects explore colonialism's humanitarian impacts through quantitative modeling. Her work emphasizes inclusivity in education through adaptable games using materials like LEGO and digital platforms. Grants & Dissemination: Secured Erasmus+ funding for transnational educator training programs. Her research has been disseminated through classroom workshops, online platforms, and international conferences. Advises NGOs pro-bono and supervises PhD students in disaster management and serious games. Impact: Mentored students who achieved academic success (e.g., a master's/PhD on green supply chains) and founded NGOs recognized by Nepal's government. Recently finalized two books on humanitarian supply chains and inclusive game-based education.
Dianna Townsend serves as Professor of Literacy Studies in the Department of Literacy Studies within the College of Education and Human Development at the University of Nevada, Reno. She directs the M.Ed., Ph.D. programs in Reading Curriculum & Instruction and Reading Specialist Endorsement Certificate. Nationally, she holds key roles as Principal Member of the Institute of Education Sciences (IES) Education Research Scientific Review Panel and member of the National Assessment of Education Progress (NAEP) Reading Standing Committee. In Nevada, she co-founded and presides over the Nevada Adolescent Literacy Network (NALN). Her educational credentials include an Ed.D. from the University of California-Irvine and an M.Ed. from Boston University, establishing her expertise in literacy education. These qualifications underpin her leadership in graduate programs and statewide literacy initiatives. Dr. Townsend's research fundamentally addresses academic language development for adolescent learners, with concentrated focus on vocabulary acquisition, reading comprehension, and disciplinary literacy across academic subjects. Her work investigates how discipline-specific language demands impact student learning and develops evidence-based instructional scaffolds. She prioritizes culturally and linguistically sustaining approaches, particularly for multilingual adolescents, as demonstrated in her Spencer Foundation-funded intervention research comparing background knowledge activation and academic language support strategies. Analysis of her 15 most recent publications reveals consistent emphasis on sentence-level language features, academic vocabulary instruction, and disciplinary literacy across K-12 contexts. Her scholarship demonstrates methodological diversity through mixed-methods designs while maintaining focus on practical classroom applications. Key trends include the integration of writing in content areas, multimodal vocabulary instruction, and culturally responsive comprehension strategies that address equity gaps for linguistically diverse learners. Her scientific recognition includes the Tibbetts Distinguished Teacher Award, validating her exceptional pedagogical contributions. This award reflects her innovative approaches to literacy education and teacher development. Dr. Townsend secured significant research funding from the Spencer Foundation for adolescent literacy interventions and created the Virtual Reading Clinic to provide remote graduate practicum experiences for teachers in rural areas. While specific advisee names aren't documented, she mentors through her directed graduate programs. Her national committee work with IES and NAEP demonstrates sustained leadership in education research policy. She leads the Virtual Reading Clinic as an innovative online platform connecting graduate students with rural teachers, and through NALN she coordinates statewide efforts to advance adolescent literacy practices. These initiatives demonstrate her commitment to bridging research-practice gaps and expanding access to literacy expertise across Nevada's diverse educational landscape.
Kirsty Kitto is an Associate Professor at the University of Technology Sydney in the Learning Design and Technology Unit. With a background in theoretical physics and computer science, her research focuses on developing quantum-inspired models of contextuality to understand complex human behavior in educational systems. She explores the intersection of Artificial Intelligence (AI) , Learning Analytics , and Educational Theory , seeking to bridge the divide between big data and pedagogical frameworks. Current Appointments : Associate Professor (2020-present), Senior Lecturer (2017-2020) Past Academic Roles : Senior Research Fellow (QUT), Senior Lecturer (QUT), Associate Lecturer (Flinders University) Her funded research includes projects on: Quantum models in cognitive systems (ARC Fellowship DP1094974) AI literacy in digital workplaces (IEEE Transactions study) Contextual learning analytics (DVC Education and Students Division) Skills passports for lifelong learning (UMAP 2024 paper) Kitto's recent work examines human-AI interaction in writing assessment, data storytelling for teacher-centered analytics, and causal modeling to strengthen educational theory-data connections. She actively supervises Masters and PhD students and contributes to policy debates through government submissions on generative AI in education. Her methodology combines mathematical formalism with sociotechnical analysis to address educational complexity.
Reza Etemad is a Professor at EHL Hospitality Business School (part of HES-SO), specializing in marketing and hospitality technology. His research focuses on human-robot interaction, healthcare technologies in elderly care, and the application of technology in service delivery. He has led multiple projects funded by HES-SO and private partners, including studies on service robots' ethical implications, connected health technologies for seniors, and virtual agents in B2B/B2C contexts. Notable achievements include extending the Technology Acceptance Model (TAM) to healthcare and robotic service contexts, analyzing cultural impacts on online shopping risks, and investigating customer perceptions of revenue management practices in restaurants. He has published widely in journals such as International Journal of Hospitality Management and International Journal of Social Robotics , with a focus on bridging technological advancements and human-centric service solutions. Education: BSc in Hospitality from EHL. Key Projects (2010-2021): Led projects totaling over 298,600 CHF, including studies on robot ethics, smart home healthcare, and virtual agent impacts on B2B platforms. Awards: None explicitly listed, though his impactful research has driven industry-relevant insights. Labs/Teams: Collaborates with researchers like Justine Gentinetta and Valentina Clergue on robotics and healthcare tech. Partnerships include Touchmind for B2B digital solutions. Future Work: Expanding studies on AI ethics in service robots, sustainable healthcare technologies, and post-pandemic digital education strategies. His work emphasizes balancing technological innovation with ethical considerations, particularly in preserving human interaction's role in healthcare and hospitality sectors.
Christopher Brooks is an Assistant Professor at the University of Michigan's School of Information, specializing in educational technologies and data science education. He directs the Educational Technology Collective (etc), a multidisciplinary research group focused on learning analytics, educational data mining, and collaborative learning systems. His work bridges computer science and education, with a focus on improving teaching methods through AI-driven tools and platforms. Research Interests: Development and impact assessment of educational technologies Predictive modeling for student success Data science pedagogy Privacy in smart home technologies Publications reflect a focus on learning analytics, MOOC design, and educational AI, with notable contributions to conferences like CHI, LAK, and AIED. Awards include multiple best paper recognitions. Teaching includes applied data science courses at UMich and Coursera. He leads the Master of Applied Data Science (MADS) program and collaborates with institutions like Microsoft to build AI-driven educational tools.
Hariharan Subramonyam is an Assistant Professor (Research) at Stanford University's Graduate School of Education and Computer Science (by courtesy) . He serves as the Ram and Vijay Shriram Faculty Fellow at the Institute for Human-Centered AI (HAI) and is a core faculty member of Stanford HCI . His research bridges Human-Computer Interaction (HCI) and the Learning Sciences , focusing on augmenting human learning through AI via cognitively informed design practices, co-design with learners/educators, and transformative AI-enabled learning experiences. His work emphasizes ethical AI, responsible design, and human values in technology. He earned a PhD in Information from the University of Michigan under Eytan Adar. Current projects include Script&Shift (layered interfaces for LLM writing), AltCanvas (accessible image editing for BVI users), and CogGen (AI tutoring systems). His teaching includes EDUC 432: Designing Explorable Explanations and CS 448B: Data Visualization . Key Research Areas Cognitively Informed AI Systems Human-AI Collaborative Writing Accessible Generative AI Tools Ethical AI Frameworks Interactive Learning Environments Awards & Grants Best Paper Award (CHI 2025) Honorable Mention Award (CHI 2025) HAI Hoffman Yee Grant (2024) Cover Story in Interactions Magazine (2024) Collaborative Networks Co-organizing CHI 2025 Tools for Thought Workshop Contributor to UIST 2024 Dynamic Abstractions Workshop Advising PhD students across Stanford, Georgia Tech, and Duke Collaborations with institutions including University of Michigan, National University of Singapore, and Technical University Munich
Joni S. Williams, MD, MPH, is an Associate Professor of Medicine and holds dual roles as the Section Chief for Inclusion and Community Outreach and Section Chief for Research in the Department of Medicine at the Medical College of Wisconsin (MCW). She also serves as the Milwaukee Community Chair in Health Equity Research and Director of the Center for Advancing Population Science (CAPS). Her research focuses on reducing health inequities through social-medical integration, particularly addressing race, socioeconomic status, and geographic barriers affecting chronic disease outcomes in marginalized communities. She leads the ARCHE team within CAPS, advancing health equity research, clinical trials, and community engagement. Dr. Williams earned her MD from the Medical University of South Carolina (2012) and her MPH in Community Health from Drexel University (1998). She completed a postdoctoral fellowship in health disparities research at the Medical University of South Carolina (2008–2014). Her research interests include health equity, community-based interventions, and addressing social determinants of health. She has secured multiple grants, including NIH R01, R21, and U54 awards, and has authored over 260 publications. She is an active member of the Society of General Internal Medicine’s Health Equity Commission and serves as an associate editor for the Journal of General Internal Medicine and the American Journal of Medicine Open . Dr. Williams is committed to education, mentoring over 50 learners, and has received recognition such as the MCW President’s Inclusive Excellence Award (2023). She collaborates with community partners like the Milwaukee Area Health Education Center and the Greater Galilee Baptist Church to advance health equity initiatives.
