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.
Mari Altshuler is a Teaching Assistant Professor in the Department of Curriculum and Instruction at the College of Education, University of Illinois at Urbana-Champaign . Her work centers on supporting children, teachers, and families in developing positive, empowered relationships with mathematics through equitable and ambitious teaching practices. Educational Background: Ph.D. in Learning Sciences, Northwestern University M.A.T. in Elementary Education, Urban Teacher Education Program, University of Chicago B.S. in Liberal Arts and Sciences (Geology), University of Illinois at Urbana-Champaign Research Focus: Mari Altshuler's research is deeply rooted in early childhood and elementary mathematics education. She investigates how teachers can foster mathematical identities in young learners and how teacher professional development—especially through classroom video analysis—can support equitable and effective instruction. Her work emphasizes the importance of practice-based teacher education, where teachers engage directly with classroom experiences to refine their craft. Teaching and Engagement: She teaches foundational courses such as CI 443: Mathematics in Early Childhood Education and CI 432: Investigative Approach to Elementary Mathematics Instruction , both aimed at preparing pre-service teachers to engage children in meaningful mathematical learning. She also builds partnerships between UIUC and local elementary schools to bridge theory and practice. Publications: Her research has been published in leading journals such as Learning, Culture and Social Interaction and Phi Delta Kappan . Notable works include studies on teacher coaching, classroom video use, and student mathematical identity development. Contact: mshuler@illinois.edu
Mark Hancock is a Professor and Chair of the Department of Management Science and Engineering at the University of Waterloo's Faculty of Engineering. He directs the Touchlab research group and holds cross-appointments in Systems Design Engineering and the David R. Cheriton School of Computer Science. His research focuses on designing interactive technologies that leverage human movement and perception to create novel interaction paradigms. Education: 2010: PhD in Computer Science, University of Calgary 2004: MSc in Computer Science, University of British Columbia 2002: BSc in Mathematics & Computer Science, Simon Fraser University Research Interests: Hancock's work centers on human-computer interaction, particularly technologies enabling richer physical interaction through hands, fingers, and body movements. His lab explores tabletop displays, large-screen interfaces, VR/AR systems, multi-touch interaction, 3D interfaces, and collaborative systems. Recent work examines VR applications for productivity, stress reduction through gaming, and gender-inclusive maker spaces. Publication Trends: Recent articles show strong emphasis on virtual reality applications (productivity tools, health considerations), tangible interfaces (card-based systems, physical props), and social computing (collaborative systems, community studies). Methodologies include phenomenological analysis, systematic reviews, and comparative evaluations of interaction techniques. Awards: NSERC Discovery Accelerator Supplement (2016) ACM CHI Golden Mouse Award (2016) ISS 2018 10-Year Impact Award Two ACM CHI Honorable Mentions (2019) Top Ontario Researcher recognition (2016) Teaching: Recent courses include Introduction to Computer Programming (MSCI 121), Algorithms and Data Structures (MSCI 240), Analytics and User Experience (MSCI 543), and Human-Computer Interaction (MSCI 630). Research Infrastructure: Directs the Touchlab, which develops novel interaction technologies. The lab's work bridges physical and digital interaction spaces, with applications in gaming, productivity tools, and collaborative systems.
Thor Inge Fossen is a Professor of Navigation and Marine Craft Control at the Department of Engineering Cybernetics, Faculty of Information Technology and Electrical Engineering at the Norwegian University of Science and Technology (NTNU). He is a key scientist at the Norwegian Centre for Embodied AI (NCEI) and internationally recognized for his work in navigation systems, guidance systems, and control of marine vessels, aircraft, and drones. Professor Fossen holds a PhD in Engineering Cybernetics and an MSc in Marine Technology. His academic journey has led him to become a Fellow of AAIA, IEEE, and IFAC, reflecting his significant contributions to the field. His research spans several critical areas in marine and aerospace systems: Marine craft hydrodynamics and motion control Navigation, guidance, and control systems for marine craft, aircraft, and drones Cybersecurity of autonomous vehicles Sea-state estimation and wave analysis Attitude control and estimation Fossen's marine craft model, which is widely used in the industry Professor Fossen's publication record demonstrates a strong focus on adaptive control systems, particularly Line-of-Sight (LOS) guidance laws, with numerous papers on 3D path following for marine and aerial vehicles. His recent work (2023-2025) shows increasing integration of machine learning techniques with traditional control systems, particularly in areas like constrained control allocation using deep neural networks. There's also a growing emphasis on cybersecurity aspects of autonomous vehicle guidance systems. His scientific recognition includes: Fellow of the American Institute of Aeronautics and Astronautics (AAIA) Fellow of the Institute of Electrical and Electronics Engineers (IEEE) Fellow of the International Federation of Automatic Control (IFAC) Professor Fossen has been actively involved in advising graduate students, with numerous PhD and MSc graduates. He has led significant research projects including the Marine Systems Simulator (MSS) and the Python Vehicle Simulator, which are widely used tools in the field. His current appointments include being a Study Program Coordinator for the Master's program in Cybernetics and Robotics at NTNU and a Key Scientist at the Norwegian Centre for Embodied AI. He leads research teams focused on embodied AI applications for marine systems, with particular emphasis on safe and secure autonomous operations in complex maritime environments. His work bridges theoretical control systems with practical marine applications, making significant contributions to both academic research and industry implementation.
David Pomeroy is a Senior Lecturer in the School of Social and Cultural Studies within the Faculty of Education at the University of Canterbury (Te Whare Wānanga o Waitaha) in Christchurch, New Zealand. Formerly a secondary mathematics teacher, he has been at the University of Canterbury since 2018 after previously teaching at Victoria University of Wellington from 2016-2017. His academic work bridges educational research, sociology, and mathematics pedagogy with a strong focus on equity issues. Education: PhD in Education, University of Cambridge (2016) MPhil in Educational Research (Distinction), University of Cambridge (2012) MEd (Distinction), Victoria University of Wellington (2011) Graduate Diploma of Teaching (Secondary), Dunedin College of Education (2005) BA/BSc in Mathematics/Chemistry, University of Otago (2004) Dr. Pomeroy's research centers on socio-economic, ethnic and gender inequalities in mathematics learning, with particular emphasis on how streaming or 'ability' grouping affects educational equity. He employs approaches from sociology and gender studies to examine the relationship between identity factors (social class, ethnicity, gender) and subject engagement. His work explores how school assessments create intended and unintended consequences for students, especially those from marginalized backgrounds. He is actively involved in two major research streams: collaborating with secondary mathematics departments transitioning to mixed 'ability' classes, and working with Maths Craft NZ to investigate craft-based mathematics learning as an accessibility tool. Analysis of Dr. Pomeroy's recent publications reveals a consistent focus on educational equity in mathematics through multiple lenses. His work examines how streaming reinforces racialized social class inequalities, explores teachers' adaptations to de-streamed classrooms, and investigates the emotional consequences of ability grouping (including 'shame'). His research spans multiple contexts (Aotearoa New Zealand, Finland, Australia) with particular attention to gendered experiences in mathematics education. The publications demonstrate an interdisciplinary approach combining sociology of education, critical race theory, and mathematics pedagogy to challenge traditional assumptions about ability and achievement. Dr. Pomeroy is registered to supervise Master's and Doctoral students, with current supervisees researching topics including migrant students' success in science, gender perceptions in Chinese education, women teacher leaders in mathematics and science, and Māori and Pasifika girls' experiences in STEM education. He leads the NZCER-funded research project 'Pāngarau Unleashed: a Multiple Case Study of De-streaming Secondary Mathematics' (2022-2024). His professional activities include regular media commentary on education policy, peer reviewing for major education journals, and active membership in the Sociological Association of Aotearoa New Zealand and NZARE. Through his 'Maths Craft' initiative, Dr. Pomeroy has developed innovative approaches to mathematics education that use tactile, craft-based learning to make mathematical concepts more accessible. This work has particular relevance in post-pandemic educational contexts and represents a creative response to longstanding challenges in mathematics engagement. His teaching focuses on literacy and mathematics for primary school teaching, where he trains future educators in inclusive pedagogical approaches.
Alice Haynes is a Digital Futures Postdoctoral Fellow at KTH Royal Institute of Technology, working on the Felt Connections project under the Division of Media Technology and Interaction Design . She collaborates with Prof. Kristina Höök and Associate Prof. Iolanda Leite to create shape-changing textile interfaces that foster meaningful bodily interactions for children and adults. Education PhD in Engineering Mathematics, University of Bristol (2022) Specialization in Soft Robotics and Haptic Interfaces Her research blends soft robotics, e-textiles, and soma design to develop tactile technologies that prioritize bodily engagement over traditional visual/auditory interfaces. Current work explores: first-person design for scoliosis, symmetry-asymmetry dynamics in bodily interactions, and soma-driven methods that emphasize felt experiences. Key article trends include shape-changing textiles (SMA-actuated smocking, machine embroidery), emotional/therapeutic applications (anxiety relief, social touch), and multisensory integration (audio-tactile mappings, biosignal interaction). Scientific Contributions Recipient of Digital Futures Postdoctoral Fellowship Co-design methodologies for child-centered technology Material-driven evaluation frameworks for e-textiles Embodied interaction paradigms through haptic cushions Alice teaches Human-Computer Interaction Research Seminars (DH2632) and Media Technology and Interaction Design (DM2601) , while actively seeking Master's students for collaborative thesis work.
Dr. Joey Huang is an Assistant Professor of Learning, Design, & Technology in the Department of Teacher Education and Learning Sciences at North Carolina State University's College of Education. She is affiliated with the Digital Transformation of Education cluster through the Chancellor's Faculty Excellence Program. Her work bridges educational psychology and computing to create innovative learning environments that promote equity and collaboration in STEM education. Dr. Huang's research focuses on computational thinking, educational technology design, and broadening participation in STEM among underrepresented groups. She explores how hands-on, interdisciplinary activities—such as fiber crafts, robotics, and creative coding—can deepen students' understanding of computational concepts. Through NSF-funded projects like ReCrafting Computer Science, she integrates tangible crafts with computational thinking to create more inclusive pathways into computer science education. Her methodological approach combines both qualitative and quantitative methods to investigate collaborative learning, identity formation, and equity in technology-rich educational contexts. Dr. Huang's publication record shows a clear trajectory toward creating personalized, interactive learning experiences for K-12 and undergraduate students. Her recent work emphasizes virtual and augmented reality learning environments, gender-inclusive maker education, and AI-enhanced educational technologies. She has made significant contributions to understanding how learners co-design with AI in STEAM contexts and how interdisciplinary collaboration serves as a core skill in modern education. ACM CHI Honorable Mention AERA's Best Student Paper Best Paper Nomination for CSCL 2024 NSF CAREER Award recipient Dr. Huang has advised numerous research projects and collaborated extensively with colleagues across disciplines. Her work with the Friday Institute and Belk Center demonstrates her commitment to translating research into practical educational applications. She actively participates in professional development initiatives to help K-12 teachers integrate digital technologies into their classrooms, supporting NC State's mission of preparing educators for 21st-century classrooms.
Prof. Stephen Kobourov is a Professor in the TUM School of Computation, Information and Technology at Technische Universität München (TUM). Previously, he held positions at the University of Arizona from 2000 to 2024, progressing from Assistant Professor to Full Professor, and served as Deputy Director of the Data Science Institute. His expertise lies in algorithm design, computational geometry, and graph visualization, with over 250 publications and significant funding from NSF, ONR, and USDA grants. Education: BS in Computer Science and Mathematics from Dartmouth College (1995), PhD in Computer Science from Johns Hopkins University (2000). Research focuses on efficient algorithms for graph drawing, visualization techniques for networks, and geometric algorithms. Notable contributions include work on stress metrics in graph layouts, hypergraph representations, and non-Euclidean visualization frameworks. He has co-chaired committees for ALENEX, IEEE PacificVis, and GD, and serves as an editor for JGAA, CGTA, and IEEE TVCG. Awards include the Fulbright Distinguished Chair (2015–2016), Humboldt Research Fellowship (2011–2014), and NSF Career Award (2006–2011). His recent work explores multi-layer network visualization, AI-driven graph analysis (e.g., MLLMs perception), and graph embeddings in non-Euclidean spaces. Advising and grants: Extensive grants from NSF and other agencies support his research. He has advised numerous students and collaborates internationally, contributing to labs like the Data Science Institute and initiatives such as the Institutional Knowledge Map (KMAP). Visualization projects include MetroSets (metro map-style set visualization), Wooly Graphs (knitting pattern frameworks), and tools for interactive network analysis. His work bridges theoretical algorithms with practical applications in science and technology.
Associate Professor Warren Smith is a faculty member in the School of Engineering and Information Technology at the University of New South Wales (UNSW) Canberra campus. He serves as the Naval Architecture Coordinator and has held various leadership positions including Head of School from 2003-2009. With a background in naval architecture and operations research, Professor Smith has established himself as a leading educator and researcher in maritime engineering and design education. Professor Smith holds a PhD in Operations Research from the University of Houston, an MS in Mechanical Engineering from the same institution, and a BE in Naval Architecture with First Class Honours from UNSW Sydney. His extensive professional experience includes 20 years as a Naval Architect with the Australian Department of Defence (1978-1998), where he held various specialist engineering, research and managerial positions. Professor Smith's primary research interests span Naval Architecture, Ship Design and Safety, Engineering Design Education, and Complex Systems. He has pioneered authentic and immersive experiential learning approaches, particularly through student design competitions. His work in systems modeling, decision-based design, and optimization methods has contributed significantly to both naval architecture and engineering education fields. Professor Smith has developed innovative frameworks for ship design optimization, particularly for high-speed planing craft, and has explored the application of evolutionary algorithms to complex engineering problems. His recent scholarly output demonstrates a continued focus on naval architecture education, maritime engineering, and interdisciplinary applications of optimization techniques. Professor Smith has expanded his research into aircraft proximity systems and air traffic management, showing the transferability of his systems engineering approach across domains. His work consistently bridges theoretical advances with practical applications in both maritime and aerospace contexts. AGM Michell Medal, Mechanical College Board of Engineers Australia for outstanding service to mechanical engineering (2018) Australian Council of Engineering Deans National Award for Engineering Education Excellence Re-Engineering Australia Foundation Founder's Award for Outstanding Contributions to the F1inSchools Program (2017, 2013) Australian Society for Operations Research Conference Best Paper Award (2016) UNSW Canberra Community Engagement Award for Services to the F1inSchools Program (2013) UNSW Canberra Rector's Commendation for Excellence in Classroom Teaching (2010) ALTC Citation for Outstanding Contributions to Student Learning (2008) AAEE Citation for Outstanding Contributions to Student Learning (2008) Ship Shape 2000, Royal Institution of Naval Architects Walter Atkinson Prize (1993) Professor Smith has been instrumental in developing and leading numerous student design competitions that provide authentic learning experiences. He has served as Faculty Advisor for the Formula SAE Student Design & Build Competition (2003-2013 at UNSW Canberra, 2013-2014 at University of Oklahoma) and as National Coordinator for the Warman Design & Build Project & Competition (2002-2021). He currently chairs the Re-Engineering Australia National Rules Committee and serves as Chair of Judges for F1inSchools and Subs in Schools competitions. His educational leadership extends to mentoring first-year engineering students and researching the development of student teamwork competencies. Professor Smith leads the UNSW Canberra Warman Design and Build Project & Competition (1998-present) and is actively involved with the Re-Engineering Australia Foundation as ACT Hub Chair (2007-present). His work connects academic research with practical engineering challenges through student competitions that engage thousands of participants annually. These initiatives form an integrated ecosystem for engineering education that spans from primary school through to university level.
Elizabeth Ahl is a Professor and Coordinator of the Eagle Pond Authors' Series at Plymouth State University, where she has taught since 2001. Holding a PhD from the University of Nebraska and MFAs/BFAs from the University of Pittsburgh and Emerson College, her work bridges poetry with interdisciplinary explorations in mathematics, science, and the fine/performing arts. She has performed poetry with musicians, curated gallery shows pairing poets and printmakers, and written extensively on topics ranging from the U.S. space program to letterpress printing. Education: BFA in Creative Writing from Emerson College; MFA in Poetry from the University of Pittsburgh; PhD in English from the University of Nebraska. Interdisciplinary Focus: Explores intersections between poetry, systems theory, historical events (e.g., Apollo 1 fire), and creative pedagogy. Her recent publications in journals like Passengers and Stanza Cannon reflect themes of environmental impermanence, familial bonds, and the materiality of language. She won the 2023 New Hampshire Literary Award for A Case for Solace and the 2008 Slapering Hol Press Chapbook Contest. Her creative pedagogy emphasizes physicality in writing processes, such as cut-up poem assignments and collage-based drafting. Scientific and Literary Contributions: Examines the etymology of language and its cognitive implications Analyzes failures of imagination in technical systems (e.g., NASA's "sneak circuits") Advocates for libraries as "vital circulatory systems" through essays and public commentary Professor Ahl’s practice extends to community engagement, including leaving signed copies of her books in Little Free Libraries nationwide. Her teaching philosophy integrates creative constraints as tools for innovation, demonstrated through assignments that blend physical craft with digital reflection.
Dr. Kok Lim Low serves as a Senior Lecturer in the Department of Computer Science at the School of Computing, National University of Singapore (NUS), where he has established himself as a leading researcher in computer graphics and computational art. With over two decades of academic service, he bridges technical innovation with creative applications while maintaining exceptional teaching standards. His educational foundation includes: Ph.D. in Computer Science from the University of North Carolina at Chapel Hill (2006) M.Sc. in Computer Science from the National University of Singapore (1997) B.Sc. (Honours) in Computer Science from the National University of Singapore (1996) Dr. Low's research centers on computational approaches to visual media, with three interconnected pillars: Computational Art explores algorithmic generation of artistic papercraft and pop-up books; Real-Time Rendering develops GPU-accelerated global illumination techniques; and Computational Photography enhances image aesthetics through depth adaptation and recomposition. His work consistently merges mathematical rigor with artistic sensibility, producing methods that automate creative processes while preserving aesthetic integrity. Analysis of his recent publications reveals an evolving trajectory from core graphics research toward computer science education innovation. While maintaining strong output in computational art (evident in his 2014-2015 pop-up design papers), his 2021-2023 work demonstrates significant contributions to CS1 pedagogy through educational tool development and curriculum design, reflecting his dual commitment to research and teaching excellence. His scientific recognition includes: Three Faculty Teaching Excellence Awards from NUS School of Computing (2014, 2016, 2017) Best Paper Award at Computer Graphics International Conference (2015) Honorable Mention at ACM CHI Conference (2011) As an educator, Dr. Low has advised Ph.D. and Master's students while serving on numerous thesis committees. He teaches foundational courses like Programming Methodology to freshmen alongside advanced topics including Graphics Rendering Techniques, demonstrating equal commitment to novice and advanced learners. His student mentorship extends to undergraduate research projects across the computing curriculum. Dr. Low operates within NUS Computing's collaborative research ecosystem, where his interdisciplinary work connects computer science with art and design disciplines. His laboratory contributions focus on developing practical computational tools that transform creative workflows while advancing theoretical understanding of visual media processing.
Solfrid Langeland is a Lecturer in Teacher Education at NLA Kalfaret University College , Bergen, Norway. Her office is located at Kalfaret H119, and she can be reached via phone at +55 53 69 88. Pedagogy Religionspedagogikk Music Didactics Qualitative Methodology Intercultural Communication Problem-Based Learning Her work spans interdisciplinary fields including Biblical Studies, Kindergarten Pedagogy, and Digital Competence, with a focus on educational philosophy and practical theology.
Gudmund Waaler is an Adjunct Associate Professor at NLA University College Bergen within the School of Theology, Religion and Philosophy. His expertise spans interdisciplinary domains, including Biblical Studies (Old and New Testament), systematic theology, ethics, and educational philosophy. Research areas: Biblical hermeneutics, practical theology, phenomenology, music pedagogy (choir conducting, rhythmic and ethnomusicology), religious education, and curriculum theory. Secondary interests: Globalization, intercultural communication, problem-based learning, and social entrepreneurship.
Profile Summary Vasiliki Nikolakopoulou is a Doctoral Candidate and Research Fellow at the University of Aegean , affiliated with the Heritage Management e-Society (HERMeS) team. She holds a BSc in Mathematics (National and Kapodistrian University of Athens, 2012) and an MSc in Design Engineering (University of Aegean, 2015). Her PhD thesis focuses on Methods and tools for evaluating UX in the design of interactive systems in cultural heritage with educational content , supervised by Prof. Panayiotis Koutsampasis. Professional Experience Marie Curie Early Stage Researcher (ESR) at the Initial Training Network for Digital Cultural Heritage (ITN-DCH) , Cyprus University of Technology (20 months, 2016–2018). Research involvement in EU projects like MASCIL , Europeana Space , ViMM , and INCEPTION , focusing on ICT-enhanced education and cultural heritage preservation. E-course developer for Open Academic Courses at the University of Athens (2014–2015). Research Interests Her work centers on User Experience (UX) design for digital cultural heritage systems, including: Interactive systems for museums and education. 3D digitization and reconstruction technologies. Non-verbal cues in virtual reality (VR) and mixed reality (MR). Co-design methodologies for heritage projects. Key Contributions She has led dissemination efforts for EU initiatives (e.g., EU Researchers' Night) and contributed to projects like the Kounadis Virtual Museum (Stavros Niarchos Foundation). Her publications emphasize immersive heritage experiences, VR/AR applications, and UX evaluation frameworks. Awards & Recognition Marie Curie ESR fellowship (2016–2018). Participant in international conferences (ECSITE 2018, Euro-Mediterranean Conference). Labs & Teams Active in the Digital Heritage Research Lab at Cyprus University of Technology and collaborates with HERMeS at the University of Aegean.
Mark Schiefsky is the C. Lois P. Grove Professor of Classics and Director of the Center for Hellenic Studies at Harvard University. His research focuses on the history of ancient philosophy and science, particularly in the domains of medicine, mechanics, and Graeco-Arabic intellectual transmission. He is a leading figure in digital humanities, having developed the Arboreal software for semantic network analysis of textual corpora, and led major projects like the Archimedes Project (NSF-funded) and the Mellon Foundation corpus initiative. His work bridges classical antiquity with later reception, including Renaissance commentary on ancient mechanics and Arabic translations of Greek texts. Schiefsky’s publications span critical editions, historical analyses, and interdisciplinary studies in natural language processing applied to ancient texts. Roles: Classics Faculty, Harvard University Key Projects: Arboreal software, Graeco-Arabic Translation Movement studies Recent Work: Digital humanities methodologies for conceptual history His research interests include the interplay between philosophy and science in antiquity, with a focus on techne (art/craft expertise) as a conceptual framework. He also explores the reception of Greek thought in Arabic and Renaissance contexts, emphasizing how scientific and philosophical ideas were transmitted and transformed across cultures. Publications highlight technical studies of ancient texts (e.g., Philo of Byzantium’s artillery treatises, Galen’s anatomical theories) alongside methodological innovations in digital scholarship. His 2005 book on Hippocrates’ On Ancient Medicine remains a foundational text in the field.
