Daniel Cardoso Llach is an Associate Professor at Carnegie Mellon University's School of Architecture , where he chairs the Master of Science in Computational Design program and co-directs the CoDe Lab . His scholarship merges history, science and technology studies (STS), and computational design , focusing on the cultural and socio-technical dimensions of design automation. Education: PhD and MS in Architecture: Design and Computation from MIT , BArch from Universidad de los Andes Research Grants: Supported by the Graham Foundation for historical CAD exhibitions and by the Alexander Von Humboldt Foundation for postwar computational design research in Germany His work interrogates the politics of software, the materiality of computational systems , and the ethical implications of AI/robotics in architectural practice. Recent projects include reconstructing early CAD systems and analyzing data-driven urban technologies. Scientific awards include: Alexander Von Humboldt Fellowship (2024–2025) ACM CSCW Methods Mention for emulation-based software research (2021)
David Condon is a Courtesy Assistant Professor in the Department of Psychology at the University of Oregon , affiliated with the College of Arts and Sciences . His research focuses on the structure and measurement of psychological individual differences , including temperament, personality, cognitive abilities, interests, values, and motivation. Specializes in large-scale datasets via the SAPA-Project , collecting data from over 250,000 participants annually. Develops measurement tools for clinical settings and advocates for open science practices , including open data, reproducible methods, and freely accessible publications. Current research explores empirically-informed prediction tools and taxonomic models linking individual differences across the lifespan. His scholarly work spans personality science , creativity research , and natural language processing , with publications analyzing personality structures at multiple levels of abstraction. While no longer accepting new graduate students, he continues to lead the PIE Lab , fostering interdisciplinary collaboration.
Amy C. Edmondson is the Novartis Professor of Leadership and Management at Harvard Business School, holding a chaired position dedicated to human interactions in successful enterprises. She has been consistently ranked among Thinkers50's top management thinkers since 2011, achieving #1 status in 2021 and 2023. Her research focuses on psychological safety, teaming, and organizational learning, with significant contributions to understanding how organizations learn from failure. Key publications include The Fearless Organization (2019) and Right Kind of Wrong (2023), the latter winning the Financial Times and Schroders Best Business Book of the Year award. Her work spans organizational behavior, healthcare management, and innovation science, with articles in top journals like Administrative Science Quarterly and Harvard Business Review . Recent research trends show increasing focus on psychological safety dynamics in constrained environments, cross-boundary teaming, and the science of intelligent failure. Her 15 most recent articles (2021-2025) demonstrate expanding applications from healthcare to general management contexts, with growing emphasis on temporal dimensions of team learning and data-driven decision pitfalls. Major awards include: Thinkers50 #1 Management Thinker (2021, 2023) Thinkers50 Breakthrough Idea Award (2019) Financial Times Best Business Book Award (2023) Accenture Award for California Management Review (2003) Edmondson advises on organizational transformation through numerous Harvard Business School cases, including culture change initiatives at Microsoft, LEGO, and Cleveland Clinic. Her research has secured funding for studies on teaming in pharmaceutical development, smart city projects, and healthcare innovation. Current work examines psychological safety erosion in new hires and cross-boundary team dynamics in complex innovation projects.
Dr. Jeannine M. Rowe is a Professor in the Department of Social Work at the University of Wisconsin-Whitewater, College of Letters and Science. She holds a Ph.D. in Applied Gerontology (2010) and Master’s in Social Work (2001) from the University of Wisconsin-Milwaukee and a B.A. in Social Work and Sociology from the University of Nevada-Reno. National Academies of Practice – Social Work Fellow New York Academy of Medicine – Social Work Fellow Hartford Social Work Doctoral Fellow Hartford Foundation’s Pre-Dissertation Program awardee Her research focuses on gerontology, family caregiving, effectiveness of social work services in aging and health care, and interprofessional collaboration. Recent work explores aging and health at the intersection of artificial intelligence and privacy/security of smart medical devices for older adults. Over her career, she has published extensively on care management models, program evaluation, and team-based health care approaches. Dr. Rowe actively mentors undergraduate and graduate students in the University of Wisconsin-Whitewater’s Undergraduate Research Program and collaborates with colleagues in clinical health and informatics. She teaches courses in social work macro practice, group work, research, program evaluation, and co-leads an international study program in Costa Rica focused on health and aging. Key grant: Hartford Foundation’s Pre-Dissertation Program in Geriatric Social Work Research contributions: AIMS model evaluations, EHR documentation practices, interprofessional care training Community involvement: Consultant to health care organizations, board member roles
Prof. Dr. Andrea Dreyer is a full-time Professor of Art and its Didactics at the Bauhaus University Weimar , where she has served since 2013. She is Vice Dean for Strategic Development within the Faculty of Art and Design and actively participates in academic governance, including roles in graduation committees, teacher training advisory boards, and curriculum commissions. Her research focuses on teacher professionalization, architectural pedagogy, and digital art education, emphasizing interdisciplinary approaches and qualitative social research methodologies. First and Second State Examination for Teaching at Grammar Schools in Art Education and Social Studies (1994–2000, 2004–2006) Andrea Dreyer’s publications span topics such as Bauhaus-inspired pedagogy, urban-rural spatial education, and digital integration in art teaching. She has led initiatives like DigiProSMK and Denkraum.Bauhaus , and her work often bridges art, architecture, and societal transformation. She has served as Dean of Studies and Vice-Rector for Studies and Teaching at Bauhaus University, advocating for phase-transcendent teacher networks and reflective professional practices. Her recent articles address participatory architectural psychology, interdisciplinary curriculum design, and digitalization in art education. Despite extensive committee involvement and editorial contributions, no specific scientific awards are highlighted in the provided texts. She mentors students and collaborators within the kunst:pädagogik | netz:werk platform and maintains active partnerships with institutions like the Thuringian Ministry of Education and Friedrich-Schiller University Jena.
Armin Kirchknopf serves as a Junior Researcher at the Media Computing Research Group within the Institute of Creative Media/Technologies, Department of Media and Digital Technologies at the University of Applied Sciences St. Pölten. His interdisciplinary work bridges artificial intelligence, computer vision, and social media analysis, with significant contributions to misinformation detection and disaster response systems. Based at Campus-Platz 1 in St. Pölten, Austria, he actively collaborates on EU-funded projects and publishes in top-tier AI venues. His educational journey spans humanities and technology: a Bachelor of Arts in Egyptology and Master of Arts in Classical Archaeology from the University of Vienna (including fieldwork at excavation sites across Austria, Germany, and Egypt), followed by a Bachelor of Science in Media Technology from FH St. Pölten. This unique background informs his human-centered AI research approach. Kirchknopf's research centers on explainable multimodal AI systems for real-world challenges. His recent work demonstrates expertise in transformer-based architectures for cross-lingual fake news detection, sexism identification, and flood monitoring through social media imagery. He pioneers techniques like Grad-CAM for object detection explainability and develops visualization tools for complex data interpretation, emphasizing transparency and social impact in AI deployment. Analysis of his 13 publications (2017-2022) reveals a strategic shift toward applied AI in societal contexts , particularly using social media data for disaster management and combating online toxicity. His projects consistently integrate computer vision with natural language processing, showing increasing sophistication in multilingual capabilities and model interpretability frameworks. His scientific recognition includes: Creative Business Award for co-developing the Tenjin learning quiz application No documented student advisement or grant leadership appears in current records, though he actively mentors through project-based collaborations. His work with the Media Computing Research Group drives innovation in educational technology and public safety applications. Kirchknopf contributes to the Media Computing Research Group's portfolio including Fake News Detection, SAiEX (Safe AI with explainable integrity), InfraBase (building footprint segmentation), and Ressel Center music therapy projects. His cross-disciplinary collaborations span computer scientists, archaeologists, and social scientists, reflecting the group's commitment to human-centric technological solutions .
Nik Luka is an Associate Professor at the School of Architecture, McGill University, with a joint appointment in Urban Planning. He holds a Ph.D. from the University of Toronto, an M.Arch. from Laval University, and a B.A.A. from Toronto Metropolitan University. His roles include Associate Director of the Centre for Interdisciplinary Research on Montréal and associate memberships in the Department of Equity, Ethics, and Policy and the Bieler School of Environment. Ph.D. (Toronto) M.Arch. (Laval) B.A.A. (Toronto Met.) Luka specializes in ethnography, landscape studies, and critical design/planning research, focusing on REURBANISM—the transformation of (sub)urban landscapes through collaborative design and participatory governance. His work bridges natural processes and human culture, emphasizing narrative, discourse, and policy-led urbanism. His recent publications highlight trends in recreational mobilities, densification, transit-oriented development, and periurban landscape dynamics. Themes span urban walkability, public space design, and transdisciplinary approaches to sustainability. SSHRC Partnership Grant with Canada Mortgage and Housing Corporation Collaborative projects in Sweden and continental Europe Champ des Possibles partnership in Montreal Luka engages with community organizations such as the Montreal Urban Ecology Centre, Convercité, and Suspicious Fish, blending academic research with civic practice. His affiliations include the Trottier Institute for Sustainability in Engineering and Design and international collaborations on landscape connectivity.
James Moran is Professor of Modern English Literature and Drama in the School of English at the University of Nottingham. He serves as the Lead for Cultures and Communication Global Research Theme at the university, coordinating interdisciplinary research across various fields. With a career spanning since 2004 at Nottingham, Moran has established himself as a leading scholar in modern Anglophone literature and theatre. His academic background includes an MA and PhD from the University of Cambridge. His scholarly journey has led him to significant academic recognition and diverse collaborations both within and beyond academia. Moran's research primarily focuses on modern anglophone literature with particular interest in twentieth-century Irish and British theatre. His work reevaluates famous writers like DH Lawrence, George Bernard Shaw, and WB Yeats while also recovering writings of less well-known figures such as Kate O'Brien. He examines cultural, political, and social contexts of literary works, with recent projects exploring modern tragedy, fake news, and theatrical modernism. His approach is deeply interdisciplinary, working with scholars from varied methodological backgrounds and external partners including the BBC and the National Theatre. His publication record shows a consistent engagement with Irish drama, particularly the works of Sean O'Casey, and British modernist theatre. Recent work explores intersections between literature, performance, and contemporary social issues including pandemic experiences and disinformation. His scholarship bridges historical analysis with pressing contemporary concerns. Moran has received significant recognition for his work: Philip Leverhulme Prize winner British Academy Mid-Career Fellow Member of the collaborative board of Nottingham UNESCO City of Literature Throughout his career, Moran has been actively involved in academic leadership and public engagement. He has held numerous administrative roles including director of research, deputy-head of school, senior tutor, and head of drama and creative writing at Nottingham. His work extends beyond traditional academia through regular media appearances, including a decade-long monthly book-review feature on BBC Radio Nottingham (2010-2020), appearances on BBC TV's Who Do You Think You Are?, and collaborations with cultural institutions like the Royal National Theatre. He has directed theatre works including the US premiere of D.H. Lawrence's play 'Altitude' at the Taos Center for the Arts. Moran maintains an active international scholarly presence with visiting fellowships at Harvard University, University of Maynooth (2024-25), University of New Mexico (2022), and University of Texas at Austin (2019). His work demonstrates a commitment to making literary scholarship relevant to contemporary social and political concerns while maintaining rigorous academic standards.
Katy Ilonka Gero is a Lecturer at the University of Sydney's School of Computer Science, with a PhD in Computer Science from Columbia University (2022). She holds a BSc in Mechanical Engineering from MIT, where she received the Carl G. Sontheimer Prize for Excellence in Innovation and Creativity. Education : BSc (MIT), PhD (Columbia) Her research focuses on Human-Computer Interaction , Creative Writing , and AI Ethics , particularly examining how language models impact writing processes, ownership, and agency. She advocates for community-driven language models trained on consensual data and explores technical innovations for personalized AI tools. Recent publications span language model ethics (Nature Machine Intelligence 2023), generative AI (CHI 2025 Best Paper), and creative collaboration (CHI 2023). Key trends include user-centered AI design , creative ownership , and data ethics . Scientific Awards : NSF Graduate Research Fellowship, Brown Institute for Media Innovation, Amazon Research Award, CHI Best Paper (2025), CHI Honorable Mention (2024) As co-founder of Ensemble Park and former taper editor, she bridges computational poetry and traditional literary practices. Her work at startups Rest Devices and Soofa demonstrates technical innovation in consumer and urban tech.
Leslie A. DeChurch is a Professor and Department Chair at Northwestern University's School of Communication. She holds courtesy appointments in Management & Organizations at the Kellogg School of Management and Psychology at Weinberg College of Arts & Sciences. Her research focuses on organizational leadership, teamwork, multiteam systems, and human-AI collaboration, with applications in space exploration, Renaissance leadership, and virtual teams. PhD in Organizational Psychology, Florida International University MS in Organizational Psychology, Florida International University BS in Communication, University of Miami DeChurch established the ATLAS lab (Advancing Teams, Leaders, and Systems) to study leadership and teamwork through experiments, meta-analyses, and field studies. Her work spans space missions (NASA), virtual organizational effectiveness (NSF CAREER award), and historical leadership in Renaissance Florence. Recent publications highlight team diversity, communication networks in extreme environments, and human-AI collaboration. Awards include Fellowships from APA, APS, and SIOP. She served as President of INGRoup and co-edited *Multiteam Systems: An Organization Form for Dynamic and Complex Environments*. 2024/2023 Sage Publishing Awards for leadership research NSF CAREER Grant (2011-2017) Editorial leadership and National Research Council committee roles Her courses include organizational leadership, team decision-making, and managing AI. She directs the immersive Leading a Renaissance program in Florence, Italy.
Dawn Laux serves as Assistant Dean of Academic Programs and Professor of Practice in the School of Applied and Creative Computing at Purdue Polytechnic Institute, Purdue University. She concurrently holds the position of Division Head for Military Science and Technology and chairs the Purdue University Teaching Academy. With over 15 years of service since 2007, Dr. Laux teaches undergraduate information governance courses and has earned recognition including the Charles B. Murphy Award for Outstanding Undergraduate Teaching (2019) and induction into Purdue's Book of Great Teachers (2023). Her educational background includes: PhD in Human Computer Interaction, Iowa State University (2014) MS in Management Information Systems, Iowa State University (2007) BS in Business Education and Office Administration, Ball State University (1994) Dr. Laux's research centers on data governance, computer-supported collaborative learning, and student persistence in technology education. She investigates technology acceptance, recruitment of women and minorities into IT, database management, and information governance frameworks. Her work bridges educational theory with practical applications to enhance student engagement and diversity in computing fields. Analysis of her publications (2011-2016) reveals consistent focus on educational technology interventions, particularly examining virtual communities for student persistence, diversity initiatives in computing, and classroom technology adoption. Her research demonstrates interdisciplinary integration of information systems, educational psychology, and social computing principles with practical applications in higher education settings. Her distinguished recognition includes: Book of Great Teachers, Purdue University (2023) Academic Leadership Program Fellow, Big Ten Academic Alliance (2022-2023) Teaching Academy Member, Purdue University (2019) Charles B. Murphy Award for Outstanding Undergraduate Teaching (2019) College of Technology Exceptional Early Career Teaching Award (2014-2015) Teaching for Tomorrow Fellowship Award (2013-2014) Bringing 10 years of pre-academic industry experience from Purdue Employees Federal Credit Union and Insight Communications, Dr. Laux integrates practical IT expertise into her teaching and leadership. Her administrative roles encompass academic program oversight and military technology education initiatives, supported by her active participation in the National Center for Women and Information Technology Academic Alliance since 2011. As Division Head of Military Science and Technology, Dr. Laux leads specialized technology education programs while chairing the university-wide Teaching Academy to advance pedagogical excellence across Purdue's academic units.
Lucy Arendt serves as Professor of Business Administration – Management and Co-Director of the Center for Exceptional Leadership at St. Norbert College's Schneider Business School, where she teaches organizational behavior, leadership, and strategic management at undergraduate and graduate levels. Her global teaching initiatives include leading student cohorts to Europe for leadership studies and Mexico for international business immersion since joining the institution in 2016 after 26 years at UW-Green Bay. Her educational credentials include a B.S. and M.S. from the University of Wisconsin-Green Bay and a Ph.D. from the University of Wisconsin-Milwaukee. B.S., University of Wisconsin-Green Bay M.S., University of Wisconsin-Green Bay Ph.D., University of Wisconsin-Milwaukee Dr. Arendt's research centers on decision-making dynamics within disaster contexts, spanning mitigation through recovery phases. Her fieldwork across 15+ disaster zones—from New Orleans post-Katrina to Nepal's earthquake aftermath—examines how formal and informal leaders drive organizational and community resilience. This interdisciplinary work bridges business strategy with emergency management, emphasizing leadership's role in crisis navigation and long-term recovery. Her publication trajectory reveals evolving focus from early humor studies in organizational behavior toward comprehensive disaster resilience frameworks. Recent works analyze transformational leadership failures (2024), tornado recovery systems (2023), and engineered resilience metrics like the PEOPLES framework (2016), demonstrating consistent integration of organizational theory with real-world disaster response challenges across healthcare, infrastructure, and community systems. Notable recognition includes the UW-Green Bay Founders Association Award for Excellence in Teaching (2008-09) and a University Award for Collaborative Achievement (2013-14) for innovative international education programming. UW-Green Bay Founders Association Award for Excellence in Teaching (2008-09) UW-Green Bay Teaching Award for Experienced Teacher (2010) University Award for Excellence in Collaborative Achievement (2013-14) Her advisory impact extends through FEMA and NIST consultations, federal earthquake hazards committee leadership, and the Housner Fellows Leadership Development Program. She has directed disaster-reconnaissance teams for EERI across four continents, translating field insights into policy recommendations for governmental and nonprofit entities including Procter & Gamble and the U.S. Chamber of Commerce. As EERI board secretary/treasurer and federal Advisory Committee chair, she drives cross-sector collaboration on seismic safety standards. Her Center for Exceptional Leadership initiatives foster student development through experiential learning, while ongoing research partnerships with international agencies advance community resilience metrics for global disaster-prone regions.
Pernille Bjørn is a Professor in Computer Supported Cooperative Work (CSCW) at the Department of Computer Science , University of Copenhagen (DIKU), where she has been since May 2015. Her research investigates collaborative work practices to design cooperative technologies, focusing on domains like healthcare, global software development, startup companies, and digital fabrication. Faculty of Science, University of Copenhagen Human-Centred Computing Section Research Interests : Bjørn’s work spans CSCW , Human-Computer Interaction , and Digital Fabrication , with applications in healthcare systems, cross-cultural software development, and inclusive technology design. She explores collaborative virtual reality training, FemTech, and crisis computing. ACM Distinguished Member (2024) Publications : Published in top venues like ACM Transactions on Computer-Human Interaction , CSCW , and CHI , her recent work examines hybrid work asymmetry, neurodiverse accessibility, and art-driven collaborative research.
Lianne Lefsrud serves as Associate Professor and Risk, Innovation, and Sustainability Chair (RISC) in the Department of Chemical and Materials Engineering at the University of Alberta's Faculty of Engineering. Her interdisciplinary research bridges engineering, social sciences, and policy to transform risk management practices across energy, mining, construction, and railroading industries, directly influencing regulations, building codes, and industry operations for sustainable development. Her academic credentials include: BSc in Civil Engineering (Cooperative Program), University of Alberta (1994) MSc in Interdisciplinary Civil & Environmental Engineering and Sociology, University of Alberta (1996) PhD in Strategic Management and Organization, Alberta School of Business (2014) Dr. Lefsrud's research centers on risk management frameworks for sustainability challenges. She examines hazard identification, social license to operate, and technology adoption drivers in high-hazard industries, with emphasis on prospective risk assessment (e.g., hydrogen infrastructure design) and retrospective analysis (e.g., microplastic pollution impacts). Her work integrates circular economy principles into energy systems while addressing unintended consequences across UN Sustainable Development Goals. Recent publications (2024-2025) demonstrate heavy focus on machine learning applications for rail and construction safety, hydrogen infrastructure risk analysis, and science denial mitigation. Key patterns show cross-industry adaptation of AI for incident prediction, regulatory gap analysis for emerging energy systems, and socio-technical approaches to reconcile sustainability goals with operational realities. Scientific recognition includes: Erb Post-Doctoral Fellowship (University of Michigan) Dow Sustainability Research Fellowship (Ross School of Business) Dr. Lefsrud mentors graduate students through industry-integrated projects like her Sustainable Design course where teams generated patents and city solutions. Her research secures Alberta Innovates funding with 1:4 industrial-to-federal matching, collaborating with Suncor, Transport Canada, and Canadian Standards Association. Grants target practical implementations including railcar inspection systems and hydrogen safety protocols. She co-founded Insight Risk Systems and leads the Lefsrud Lab, prioritizing inclusive teams with under-represented groups (women, Indigenous, LGBTQ2S+, neurodiverse) to tackle 'wicked problems' in sustainability. The lab leverages interdisciplinary partnerships across engineering, computer science, psychology, and environmental sociology for real-world risk management solutions.
Dr. Lincoln Gill is a Senior Lecturer in Technology and Applied Studies within the School of Education at Charles Sturt University, based on the Wagga Wagga campus. He also serves as the TAS Discipline Lead, providing leadership and support for this key learning area. With extensive experience in educational design and academic development, Dr. Gill focuses on curriculum design, pedagogy, professional learning, and the integration of educational technologies across various educational contexts. Dr. Gill's educational background includes: B Ed (TAS) with IT major from Charles Sturt University (2001) Graduate Certificate in Multimedia and Online Learning from Charles Sturt University Master of Education (IT) from Charles Sturt University PhD from Charles Sturt University Dr. Gill's research primarily centers on technology education and educational technology, with a particular emphasis on how pre-service teachers integrate Information and Communication Technologies (ICTs) into their teaching practices. His work explores the application of Cultural Historical Activity Theory (CHAT) to understand teacher development within university and school activity systems. More recently, he has expanded his scholarship to include the evaluation and development of psychomotor capabilities in technology education, addressing the hands-on, practical aspects of teaching design and technology subjects. Analysis of Dr. Gill's publication record from 2008-2026 reveals consistent focus on technology integration in teacher education, with evolving emphasis from basic ICT use to more sophisticated frameworks like TPACK (Technological Pedagogical Content Knowledge). His recent work shows expansion into practical assessment methods for creative technologies and the philosophical foundations of technology education. The publications demonstrate a clear trajectory from examining pre-service teacher preparedness to developing comprehensive frameworks for technology education pedagogy and assessment. Dr. Gill is currently leading research funded by the NSW Department of Education Screen Use and Addiction Research Fund, titled 'Best practice in screen use for education: Empowering students, teachers and school communities for digital learning,' conducted in collaboration with the Australian Technology Teacher Educator Network (ATTEN). Dr. Gill contributes to professional communities through the Institute of Technology Education (iTE) and the Australian Technology Teacher Educator Network (ATTEN), where he collaborates on research initiatives and professional development for technology educators.
