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Nam Wook KimView profile

Assistant Professor

• Data Visualization
• Human-Computer Interaction
• Accessibility
• +2 more

Nam Wook Kim is an Assistant Professor of Computer Science at Boston College, specializing in Data Visualization and Human-Computer Interaction. His research focuses on making data accessible to broader audiences through innovative tools and accessibility-focused design. He holds a Ph.D. from Harvard University and has conducted research at Microsoft, Disney, and Adobe. His work bridges academic research with practical applications, emphasizing accessibility, AI-driven interfaces, and creative computing. Education: B.S. in Mathematics & Computer Science (Stony Brook University), M.S. (Stanford University), and Ph.D. (Harvard University). Research Interests: Data Visualization Accessibility, Human-Computer Interaction (HCI), Creative Computing, AI Integration in Visualization, and Design Methodologies. Awards: Recognized by ACM CHI, ACM UIST, Kantar Information is Beautiful Awards, and NSF grants. His research addresses gaps between visualization research and practice, advocating for inclusive design principles. Teaching: Courses include Human AI Interaction, Data Visualization, and Web Application Development. He actively collaborates with institutions like Washington University and Northeastern University. Lab & Teams: Leads the Data Within Reach research group, focusing on accessibility and user-centric visualization tools. His work has generated over 100 publications, emphasizing empirical studies and practical tool development.

Rachael WoodcockView profile

Senior Lecturer

• Leadership Development
• Organizational Behavior
• Human Resource Management
• +3 more

Rachael Woodcock is a Senior Lecturer in Organizational Behavior and Human Resource Management (OB/HRM) at the Department of Management, part of Sheffield Business School at Sheffield Hallam University. She teaches both undergraduate and postgraduate programs, including modules like Leading and Managing Teams and Developing People and Organisations . Her professional background includes running her own consultancy business focused on employee and organizational development, as well as roles as a Workplace Experience Mentor and Course Leader. She has also held external responsibilities such as SBS Collaborative Course Leader in Hong Kong (2011–2015) and Course Leader positions in the UK (2009–2012). Rachael holds a PhD in Leadership Development (in progress since 2016) alongside a BA (Hons) Business Studies (1996), Advanced Professional Diploma in Management Development (2001), and multiple postgraduate qualifications from Sheffield Hallam University and Leeds Beckett University, including a PgC in Research Methods (2014), MSc Human Resource Management (2011), and PgG in Learning and Teaching in Higher Education (2009). She maintains professional memberships with the Chartered Institute of Personnel and Development (CIPD) since 2010 and the Higher Education Academy (HEA) since 2009. Her research interests center on leadership development through innovative qualitative methodologies, including phenomenological studies, visual/arts-based research, and poetic inquiry. She explores how unexpected experiences, sensory perceptions, and reflective practices shape leadership understanding. Recent work engages with organizational learning dynamics and talent management strategies across sectors. In publication trends, Rachael’s presentations (2018–2024) emphasize creative approaches to leadership analysis, such as using drawings and poetry to uncover tacit knowledge. Her work bridges academic research and practical organizational development, particularly in public and private sector contexts. Rachael’s professional recognitions include ongoing CPD compliance and certifications like the NVQ Level 4 in Business Advice (2007). She has advised organizations on leadership strategies and supported academic programs globally, balancing teaching innovation with industry engagement.

Terence BroadView profile

Senior Lecturer

• Generative AI
• Computational Creativity
• Artistic Applications of Machine Learning
• +5 more

Terence Broad is a Senior Lecturer at the Creative Computing Institute, University of the Arts London, and Acting Course Leader of the MSc Applied Machine Learning for Creatives. He is currently completing a PhD at Goldsmiths, University of London. His work bridges art and technology, focusing on generative AI, computational creativity, and the use of machine learning as artistic materials. His research has been exhibited globally at venues like The Whitney Museum of American Art and SIGGRAPH conferences. Education: MSci Creative Computing from Goldsmiths, University of London (2012–2016). Research interests include expressive manipulation of deep generative models, exploring the latent possibilities of 'black-box' systems, and ethical considerations in AI art. He has pioneered methods like 'Network Bending' for creative model customization. Key achievements include winning the ICCV Computer Vision Art Gallery Grand Prize (2019) and serving on the SIGGRAPH jury (2021). His work is part of Geneva's contemporary art collection and has been featured in media like The Independent and Vox. Professional activities include organizing conferences like IGGI 2020 and reviewing for journals like Leonardo and ACM Transactions on Image Processing. He actively participates in exhibitions, artist talks, and academic workshops.

Matthew BerlandView profile

Professor

• Educational Technology
• Design-Based Research
• Computational Literacy
• +5 more

Matthew Berland is a Professor of Design, Informal, and Creative Education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison. He holds affiliate faculty positions in Information Studies, Educational Psychology, and Science/Technology Studies. His work focuses on design-based research to create tools and learning environments that foster creative agency and computational literacies, with an emphasis on mixed-methods approaches combining learning analytics, data mining, and constructionist design principles. Berland directs the Complex Play Lab and the UW Game Design Program, which explore innovative educational technologies and informal learning spaces. Education: PhD in Learning Sciences (Computer Science focus) from Northwestern University (2008) and AB in Computer Science & Modern Culture & Media from Brown University (1999). Research interests center on collaborative learning dynamics, museum-based education, and the intersection of game design with computational thinking. Notable projects include developing the SCAMP framework for analyzing museum interactions, the Rainbow Agents computational literacy game, and studies on the rollout of computer science education in urban contexts. His work emphasizes equity in educational technology, leveraging data to enhance both formal and informal learning experiences. Berland’s contributions span over 50 publications, including a co-authored book on constructionist futures (MIT Press, 2020). His research has been funded through NSF grants and collaborative initiatives with institutions like the New York City Department of Education. Current efforts focus on ethical data practices in education and integrating social-emotional learning into maker education programs.

Kathleen NewellView profile

Professor

• Adaptation Studies
• Intermediality
• Literary Illustration
• +2 more

Kathleen Newell is Professor and Dean of the School of Liberal Arts at Savannah College of Art and Design, with additional responsibilities as Executive Dean of Academic Services. She holds a Ph.D. in English from the University of Delaware. Newell's research examines adaptation across media, particularly illustration's role in reinterpreting literary works. Her book 'Expanding Adaptation Networks' explores visual-textual relationships in works from Frankenstein to contemporary graphic novels. Awards include Presidential Fellowship and research sabbaticals supporting her work on adaptation theory. Her leadership experience includes roles as department chair, interim dean of library services, and program coordinator. Newell maintains professional memberships in the Association for Adaptation Studies and Literature/Film Association.

Jennifer K. AllenView profile

Associate Professor

• Literacy Education
• Writing Pedagogy
• Culturally Diverse Learners
• +2 more

Jennifer K. Allen is Associate Professor in Literacy and Special Education at University of West Georgia's College of Education. Her research examines writing pedagogy, critical media literacy, and culturally responsive teaching. She holds B.S. and Ph.D. degrees from University of Georgia and M.Ed. from University of West Georgia. Allen's scholarship focuses on writing identity development, teacher self-efficacy, and literacy engagement strategies for multilingual learners. Her 15 most recent publications explore prosody instruction effects, media literacy education, and innovative writing approaches like writing marathons. Methodologically, her research employs mixed-methods designs examining classroom practices, teacher perceptions, and student outcomes. Recent collaborations investigate read-aloud frequency variations and digital storytelling for countering deficit perspectives. With ten years K-12 teaching experience, Allen connects research to classroom practice. She holds endorsements in Gifted Education, ESOL, and Reading Instruction. Her courses include Writing Development & Instruction and Trends in Language & Literacy Education.

Kyle SteinfeldView profile

Associate Professor

• Computational Design
• Design Computation
• Artificial Intelligence in Design
• +3 more

Kyle Steinfeld is an Associate Professor of Architecture and Director of the Master of Design program at the University of California, Berkeley, College of Environmental Design. His work bridges computational design methods and architectural practice, emphasizing critical engagement with software and data. He teaches design studios, visualization courses, and seminars in digital design theories. Master of Architecture, MIT (2004) Bachelor of Design in Architecture, University of Florida (1999) Steinfeld's research explores the intersection of architecture and computational design, focusing on bioclimatic information design, software development, and the social implications of digital tools. His creative work has been exhibited at NeurIPS workshops and published in Towards Data Science . He has received notable awards including the IDEA Studio Fellowship (2013), Hellman Fellowship (2012), and multiple research grants like the Faculty Research Grant for "Decod.es" (2013) and the Research Enabling Grant for "Dhour" (2011). Steinfeld has taught core architectural design courses and contributed to software development for design computation.

• Digital Humanities
• Literary Criticism
• 19th-21st Century Literature
• +4 more

Marine Riguet is a Lecturer in French Literature (19th-21st centuries) and Digital Humanities at the University of Reims Champagne-Ardenne since 2020, affiliated with the Interdisciplinary Research Center on Aesthetic and Literary Models (CRIMEL). She holds a PhD from Sorbonne University (2018) and was a postdoctoral researcher at the Observatoire de la vie littéraire (OBVIL). Her work bridges literature, digital humanities, and interdisciplinary methods, focusing on semantic analysis, literary networks, and intermedial writing. She teaches multimedia writing at MMI - IUT of Troyes and collaborates with research units like COSTECH and CELLF. Her research explores how digital tools transform literary criticism and creative practices, including video poetry (LittéraTube) and transdisciplinary approaches. Recent projects analyze semantic shifts, discourse networks, and the influence of science on 19th-century literary criticism. She actively engages in public lectures, residencies, and workshops promoting digital creativity in literature. Key contributions include works on video poetry, the 'milieu' concept in discourse analysis, and collaborative projects like 'The Imaginaries of the Living.' Riguet advocates for integrating humanities perspectives into AI and digital initiatives, emphasizing critical engagement with technology.

R. Keith SawyerView profile

Professor

• Creativity
• Learning Sciences
• Group Dynamics
• +3 more

R. Keith Sawyer is the Morgan Distinguished Professor in Educational Innovations at the University of North Carolina's School of Education. His research focuses on creativity, group collaboration, and learning sciences. Sawyer holds a Ph.D. in Psychology from the University of Chicago (1994), an M.A. in Psychology from the University of Chicago (1992), and an S.B. in Computer Science from MIT (1982). His work bridges creativity studies, qualitative research, and educational practice, emphasizing improvisational dynamics in groups. Notable contributions include theories of collaborative emergence and the application of creativity research to classroom teaching. He hosts the podcast The Science of Creativity and has authored influential books such as Explaining Creativity and Learning to See . Sawyer teaches courses on creativity, learning sciences, and educational theory, consistently receiving high praise for his innovative pedagogy. His current research examines art and design education, aiming to redefine effective learning environments through ethnographic studies of top schools like the Savannah College of Art and Design.

• Reading Experience
• Literary Theory
• Young Adult Literature
• +7 more

David Lewkowich is an Associate Professor in the Department of Secondary Education at the University of Alberta's Faculty of Education. His research focuses on reading experiences, literary theory, young adult literature, comics, psychoanalytic theory, and the emotional dimensions of education. He teaches courses such as EDSE 327 and 328, which explore Alberta's English Language Arts curriculum and pedagogical strategies for secondary education. His work often intersects with cultural studies, teacher identity, and adolescent memory. Dr. Lewkowich holds a PhD, MA, BEd, and BA. His publications analyze the representation of teachers in comics, the emotional underpinnings of education, and the intersections between literature, psychology, and pedagogy. He emphasizes creative remembering in teacher education and the role of graphic novels in exploring educational anxieties and identities. His courses integrate immersive literacy practices and address cultural and linguistic diversity. Notable research themes include the unconscious effects of reading, transferences in teacher education, and the use of visual media like Instagram to foster adolescent literacy. He advocates for pedagogies that embrace ambiguity and emotional complexity in educational settings.

Nicole BasarabaView profile

Assistant Professor

• Digital Storytelling
• Cultural Heritage
• Slow Tourism
• +3 more

Nicole Basaraba is Assistant Professor in Digital Humanities at Trinity College Dublin's School of Languages, Literatures and Cultural Studies and Centre for Digital Humanities. She holds a PhD in Digital Humanities from Trinity College Dublin, MA from University of Alberta, and PGCertHE. Her transdisciplinary research examines how interactive digital narratives enhance cultural heritage engagement through slow tourism and public history. Research explores participatory storytelling methods, cross-media heritage representation, and digital place-making across diverse cultural contexts. Publication analysis identifies core research trajectories: 3D storytelling for heritage interpretation Transmedia approaches for contested histories Virtual dark tourism and paranormal investigations European cultural identity in digital narratives Citational justice in academic practice She directs the MPhil in Digital Humanities and Culture program and coordinates interdisciplinary research initiatives bridging humanities and technology.

• Design Education
• Design Culture
• Rhetoric and Ethics in Design
• +3 more

Veronika Kelly is an Associate Professor in Design and Professorial Lead at the University of South Australia, affiliated with UniSA Creative. Her research focuses on design culture, rhetoric, ethics, critical design, and education. She explores how design practice discourse shapes professional design trajectories and has published internationally. Notably, her work includes studies on pedagogy of ambiguity in education and the experiences of women in communication design globally. She holds leadership roles, including Chair of the Australian Council of University Art and Design Schools (ACUADS), and is affiliated with the Design Research Society and CP3 Research Centre. Her teaching emphasizes critical reflection and rhetorical practice in design education. Professional Roles: Professorial Lead, Academic Leadership Experience (e.g., Dean roles), Research Degree Supervisor Key Research Themes: Design education, rhetoric, ethics, critical discourse analysis, design for wellbeing Awards: National and international design education awards (specific names not listed) Collaborations: Cross-disciplinary research with institutions like Adelaide University, and international networks through ACUADS and DRS Her recent research investigates the global career trajectories of women in communication design and advocates for transformative pedagogical approaches to address ambiguity and complexity in education. Her articles highlight intersections between design practice, rhetoric, and societal impact, emphasizing the need for empathetic and reflexive design methods.

Claire LauerView profile

Professor

• Data Visualization
• User Experience (UX)
• Environmental Communication
• +3 more

Claire Lauer is a Professor of Technical Communication and co-director of the User Experience (UX) master’s program at Arizona State University (ASU), within the CISA - School of Applied Professional Studies. She is an affiliated faculty member of the Institute for Social Science Research and serves as a Senior Global Futures Scientist. Her research focuses on data visualization, deceptive tactics in graphs, user experience design, and leveraging AI for environmental communication. Lauer leads the $45M Arizona Water Innovation Initiative, advancing engagement strategies for water and drought issues. She recently secured a $2M NSF grant for the WaterSIMmersive project and a $1.5M grant from the Arizona Board of Regents/ADEQ to study environmental communication practices. Her work bridges technical communication, UX design, and environmental science, emphasizing mindful design and public engagement. Notable contributions include award-winning research on deceptive data visualization tactics and the role of AI in science communication. Lauer actively contributes to ACM’s SIGDOC and has authored over 30 peer-reviewed articles, spanning topics from UX methodology to multimodal communication. Awards include the 2020 Rudolph J. Joenk Best Paper Award and the 2014 Ellen Nold Award. Her research grants total over $9M, addressing water sustainability, public science communication, and technology-driven communication methods. Lauer teaches courses like UXP 101 and TWC 305, mentoring students in UX design and technical writing. She collaborates on projects like the Water Chatbot and mixed-reality exhibits to democratize environmental data access.

• Computer Science
• Data Analysis
• Data Visualization
• +7 more

Patrick Rhodes is an instructor of technical/visual communication and data visualization at Arizona State University (ASU), affiliated with the College of Integrative Sciences and Arts' School of Applied Professional Studies (CISA). He joined ASU in 2017 and teaches courses on visual communication, data visualization tools, and technical writing. His expertise spans computer science, data analysis, graphic design, and science communication. Education: M.S. Geographic Information Systems Technology, University of Arizona M.A. English, Arizona State University B.S. Computer Engineering, University of Memphis A.O.S. Graphic Design, Sessions College Research interests focus on data visualization, technical communication, and applying visual methods to science, sports, and environmental studies. His articles explore topics like gravitational waves, AI ethics, and sports analytics, showcasing interdisciplinary approaches to complex problems. He has also contributed to geographic information science, particularly in riparian ecology. Despite no formal awards listed, his work bridges technical expertise with creative design, evident in editorial artwork and data-driven storytelling. Advising and grants are not explicitly documented in available texts.

Tang TangView profile

Associate Professor

• Design for behavioural change
• Design for health and wellbeing
• Design for interdisciplinary working
• +3 more

Dr. Tang Tang is an Associate Professor at the School of Design, University of Leeds, specializing in design for behavioral change, health, and sustainability. Her work focuses on interdisciplinary approaches to address social and environmental challenges through participatory design methods. She leads the EU-funded AMASS project exploring arts' role in societal challenges and co-leads the SEEYouth initiative addressing youth marginalization. Education: BEng and MSc in Industrial Design from Loughborough University, followed by a PhD in Design for Sustainable Behaviour. She is a Fellow of the Higher Education Academy, AHRC Peer Review College member, and Sustainable Design Network contributor. Research Interests: Design for healthy behavior, emotion/wellbeing, cross-cultural collaboration, and participatory methods for social sustainability. Current projects include designing for portion control (Downsizing), youth empowerment (PARTY), and digital inclusion for older adults (Co-DigiTech). Grants: EU H2020, ESRC, BBSRC, EPSRC Supervised Students: Ken Chen, Julianah Adeniji, Eshrag Aljehani, Yunlu Liu Awards: Fellow of the Higher Education Academy Labs/Teams: Involved in multi-institutional collaborations across Europe, Africa, and Asia, emphasizing participatory design workshops and co-creation with marginalized communities.