Associate Professor David Rye is an Honorary Associate Professor in the School of Aerospace, Mechanical and Mechatronic Engineering at the University of Sydney, affiliated with the Australian Centre for Field Robotics. His research focuses on interdisciplinary robotics, blending engineering, social sciences, and art to explore human-robot interaction, tactile sensing, and autonomous systems. Key areas include social robotics, cooperative robot behavior, and creative robotics design. His work spans theoretical and applied robotics, including studies on robot collaboration dynamics, tactile feedback systems, and robotic excavation. Notable contributions include developing EIT-based sensitive skins for robots and analyzing human comfort in multi-agent interactions. He has led projects such as the Fish-Bird art-robotics collaboration and the experimental human-robot interaction facility funded by ARC grants. Publications highlight advancements in human-robot collaboration ethics, motion planning for social robots, and control systems for autonomous machinery. His interdisciplinary approach bridges robotics engineering with creative arts, fostering innovations in both technical and artistic domains.
Satyananda J. Gabriel is a Professor of Economics at Mount Holyoke College, affiliated with the Departments of Economics, Asian Studies, and Critical Race and Political Economy. His research focuses on Asian economic development, particularly China's contemporary economy, corporate finance, and community development strategies. Education: Ph.D. in Economics from the University of Massachusetts, and B.S. and B.A. degrees from Portland State University. Research interests include analyzing China's economic policies through poststructuralist frameworks, corporate financial systems, and rural/urban community development. His publications include Chinese Capitalism and the Modernist Vision (forthcoming) and a new manuscript exploring the Chinese economy as a poststructuralist novel. Professional engagement includes roles with the Urban League of Portland, First Nations Development Institute, United Nations Development Program, and the Rural Development Leadership Network. His teaching spans courses like Economics in Popular Film and Comparative Economic Systems. Publications and syllabi are accessible via his homepage, which also features creative writing and resources on economics and media studies.
Steven Casper is the Henry E. Riggs Professor of Management and Program Director (MBS) at the Keck Graduate Institute's Riggs School. He specializes in the 'business of science,' focusing on biotechnology clusters, innovation ecosystems, and global health policy. Previously, he held roles as a University Lecturer in Innovation and Entrepreneurship at the University of Cambridge's Judge Institute of Management Studies and a Senior Research Fellow at the Social Science Center in Berlin. Dr. Casper's research examines regional entrepreneurial ecosystems, non-market technology development in global health, and cross-national comparisons of biotechnology policies. He holds a PhD in Government from Cornell University and has been funded by the National Science Foundation and the English Social Research Council. Notable awards include Fulbright Research Scholar status and fellowships at Stanford's Center for Advanced Study and the Netherlands Institute for Advanced Studies. Education: PhD in Government (Cornell University) Key Research Themes: Biotechnology Clusters, Entrepreneurial Ecosystems, Global Health Drug Development, Policy Impact on Innovation Grants & Funding: NSF, English Social Research Council His recent work explores networks in global health drug development and the role of public policy in shaping innovation ecosystems. He has authored influential books such as Creating Silicon Valley in Europe (Oxford University Press, 2007) and publishes widely in economic sociology and public policy journals.
Dr. Gareth Beale is a Lecturer in Digital Archaeology at the University of Glasgow's Archaeology department. His research focuses on the creative and critical use of technology in archaeology, particularly in immersive media and community-driven digital heritage projects. He co-directs the DiNAR project, which explores immersive experiences for heritage, including the award-winning VikingVR exhibition. He also leads the Discovering England's Burial Spaces initiative, developing tools for community-led burial site documentation. His work bridges archaeology with digital industries, emphasizing knowledge transfer and collaboration across academic, commercial, and third-sector partners. Key projects include the Basing House archaeological excavation (since 2012) and international fieldwork in Italy, Romania, and Hungary. Awards include the York Culture Award for Excellence in the Media Arts for VikingVR. His teaching and research span digital heritage, historical archaeology, and immersive technologies. Collaborations include the University of York’s Department of Theatre, Film and Television, and the Archaeology Data Service. Research Themes: Digital Archaeology, Immersive Media, Heritage Technology, Community Archaeology Collaborations: DiNAR Project, Basing House Project, Portus Project (Italy) Publications highlight innovative uses of digital tools in heritage preservation, such as RTI imaging for Norse runes and VR museum experiences. Current supervision includes projects on textile economies, digital memory theaters, and Gaelic language revitalization through heritage media.
Dr. Jackie Cameron is a Lecturer and Deputy Programme Leader of the BA (Hons) Marketing with Digital Media at Edinburgh Napier University's Business School. With a PhD from the University of Stirling and industry experience in digital media/marketing across China, Europe, and Africa, she integrates academic expertise with practical insights. Her work focuses on digital marketing strategy, content marketing, and AI-era pedagogy. Education: PhD (Stirling), MA (Nottingham), BJRN (Rhodes), FHEA Her research explores human behavior in digital ecosystems, AI-driven content creation tools, and pedagogical innovations in assessment policies. Google Scholar publications highlight equity in deadline extensions, conscientious branding, and digital transformation. Recent lectures and workshops (e.g., BINUS Business School 2024) address AI integration in education. She contributes to conferences like the Global Brand Conference and serves as external examiner for MA/MSc programs at LIBF, Bournemouth, and Salford Universities. Active in scholarship of learning and teaching, she supervises research students across levels and locations (UK, Vietnam), convenes postgraduate modules, and develops research tools for media practitioners.
Dr. Samantha Iwowo is a Senior Lecturer at Bournemouth University, specializing in directing drama for film and television. As a screenwriter, director, and researcher, she bridges industry practice with academic scholarship, focusing on postcolonialism, transnational cinema, and decolonizing film pedagogy through the Ubuntu collaboration model. Her work intersects African cinema, cultural heritage, and social justice, with a commitment to challenging marginalization. Her PhD in Film Studies from the University of Bristol examined colonial legacies in Nollywood, informed by Homi Bhabha’s theories. She co-authored a chapter in the SAGE Handbook of Leadership (2022), merging leadership studies with African cinema, and developed the Ubuntu collaboration model for minimalist filmmaking, adopted by Bournemouth University’s MA Framework. Her research outputs include analyses of cinematic empathy, postcolonial mise-en-scène, and the role of pre-visualization in film education during the pandemic. She supervises doctoral students in topics spanning Nollywood horror, Yoruba neo-Nollywood, and employability in minimalist filmmaking. Current projects include a Routledge monograph on decolonizing film directing. Grants include a £839,632 AHRC grant as Co-Investigator. She serves as an external examiner for multiple universities and has delivered lectures globally on African cinema, screenwriting, and decolonization.
Dane Webster serves as Director of the School of Art and Professor of Digital Narrative Arts at Texas Tech University, previously holding leadership roles including Director of the Digital Animation Center and Associate Dean of Academic Affairs at the University of Colorado Denver, and founding the 3D computer animation program and MFA in Creative Technologies during 12 years at Virginia Tech. His educational background includes: M.F.A., Washington State University, Pullman Webster's research integrates digital art, animation, and visualization across scientific and cultural domains, evidenced by Smithsonian museum exhibits on vampire bats, Native American history educational tools, and public disaster simulation visualizations. His transdisciplinary approach actively bridges computer science, mechanical engineering, history, and social sciences through collaborative projects. Administrative expertise encompasses campus building project fundraising, international partnerships, and academic program development. His creative practice as photographer, animator, and visualizer has been featured in juried exhibitions and international film festivals globally.
Claire Bishop is a Presidential Professor of Art History at the CUNY Graduate Center, widely considered an original thinker and creative interpreter of contemporary art, as well as a dynamic teacher. Her work critically examines participatory art, performance practices, and the relationship between art and politics. She has been based at the CUNY Graduate Center since 2008 and serves as a Contributing Editor to Artforum. Her publications have been translated into twenty languages, reflecting her international influence in the field of contemporary art history. Education: Ph.D. University of Essex, 2002 M.A. University of Essex, 1996 B.A. University of Cambridge, 1994 Bishop's research interests span Contemporary Art, Performance Art, Art & Politics, Exhibition History, History of Art Pedagogy, Post- and De-colonial Theory, and Museology. She is particularly known for her critical engagement with participatory art practices, questioning their political efficacy while exploring new modes of spectatorship in contemporary art. Her work examines how the digital revolution has transformed how we engage with art, arguing against simplistic narratives about technology's impact on visual culture. Bishop's scholarly contributions have been recognized with prestigious awards including the Guggenheim Fellowship (2024), the Mentoring and Teaching Award from CUNY Graduate Center (2024), and the College Art Association's Frank Jewett Mather Award for art criticism (2013). She has also received significant research support including a fellowship from the Center for Ballet and the Arts at NYU to study Merce Cunningham's Museum Events. Awards and Recognition: Guggenheim Fellowship, 2024 Mentoring and Teaching Award, CUNY Graduate Center, 2024 Andy Warhol Foundation Arts Writers Grant, 2017 Frank Jewett Mather Award for art criticism, 2013 Research Fellowship, Sterling and Francine Clark Institute, 2013 Bishop has received substantial grant support for her research, including the Andy Warhol Foundation Arts Writers Grant which enabled her to deepen her investigation into art and politics. Her work as a mentor has been formally recognized by CUNY Graduate Center, highlighting her commitment to developing the next generation of art historians. She has organized numerous academic events including the 'Post-Discipline? Contemporary Artists and Research' seminar series at the Center for the Humanities at CUNY Graduate Center. Bishop maintains an active presence in both academic and artistic communities, regularly contributing to major art publications and participating in international conferences. Her work bridges theoretical inquiry with practical engagement in contemporary art institutions and practices.
Tricia Skoler is a Professor of Developmental Psychology at the School of Arts and Sciences, Hunter College (CUNY). Her research focuses on developmental trajectories, neuroscience, autism, and infant social cognition. She holds a PhD from Emory University and leads a lab emphasizing interdisciplinary approaches, requiring prospective students to read Doing Developmental Research (Guilford Press). She is currently accepting students for Spring 2025 courses (201 and 395). Her work spans neuroscience, architectural design, biophilia, and health psychology, integrating methodologies like EEG and statistical physics to study gaze processing, joint attention, and social-cognitive development in infants and children with ASD. Key contributions include understanding neural correlates of eye gaze in early infancy and contextual influences on social skills. Publications highlight themes such as gaze-following deficits in autism, the role of social cues in learning, and developmental neuroscience. Her research bridges basic science and applied contexts, including biophilic design and nutrition education. Lab inquiries must follow guidelines in Chapter 1 of her book. No explicit awards are listed, but her extensive publication record reflects recognition in developmental and cognitive neuroscience.
Eduardo Staszowski is an Associate Professor of Design Strategies at Parsons School of Design, The New School. He serves as co-founder and Director of the Parsons DESIS Lab, dedicated to advancing design-led social innovation for equitable and sustainable urban practices. His research explores intersections of design, public policy, and participatory methods to enhance civic engagement and governance. Staszowski teaches courses in Design Strategies, Participatory Design, and Social Innovation, co-coordinates the Graduate Minor in Civic Service Design, and edits the Designing in Dark Times book series with Bloomsbury. His research focuses on experimental approaches to fostering stakeholder collaboration in policy development and civic service design, emphasizing design’s role as an intermediary in complex social systems. He has secured multiple research grants and awards since joining The New School in 2008. Recent publications include edited volumes on design’s transformative potential in addressing contemporary societal challenges and articles exploring urban sustainability and community-driven initiatives. Staszowski’s teaching and research are practice-driven, engaging external partners to address real-world challenges in public policy and social innovation. His courses allow students to navigate interdisciplinary projects, blending theory and action. The DESIS Lab’s work exemplifies his commitment to bridging design practice with systemic social change, particularly in fostering inclusive urban environments and governance frameworks.
Dr. Lionel Jayaraj is a Lecturer in Games (Visual Effects and Animation) at the University of Bedfordshire's School of Computer Science and Technology. An independent Oculus Game developer with industry experience (2011-2014) and engineering background, he holds a PhD and MRes in Virtual Reality Games from University of Bedfordshire, PGCHPE from Staffordshire University, and a Bachelors of Engineering and Technology from Pondicherry University. His research focuses on Serious Games using Extended Reality (AR, VR, MR), aiming to inspire the next generation of game developers and advance VR through innovative pedagogy. His work bridges gaming technology with practical applications in training and education. Dr. Jayaraj's recent publications explore immersive sports simulations, AI in game development, and performance capture technologies, demonstrating a consistent focus on enhancing user experience through technological innovation.
Lily Rui Liang is a Professor and Director of the MSCS Program in the Department of Computer Science and Information Technology at the University of the District of Columbia (UDC), School of Engineering and Applied Sciences. She joined UDC in 2004 after completing her Ph.D. at the University of Nevada, Reno. Her educational background includes: Ph.D. in Computer Science and Engineering, University of Nevada, Reno Dr. Liang's research spans cybersecurity , digital image processing , artificial intelligence , and computer science education , with a dedicated focus on broadening participation in computing . Her technical work includes deepfake detection and reinforcement learning for cybersecurity, while her educational innovations develop inclusive curricula for commuter and underrepresented students through Minecraft, robotics, and service learning. Analysis of her recent publications (2024-2018) shows a strategic evolution from core AI/image processing research toward educational interventions, particularly addressing commuter student engagement in urban settings while maintaining technical contributions in multimedia security and deep learning. Her scientific awards and honors include: Fellow of Center for the Advancement of STEM Leadership (CASL) (2019-2020) Fellow of Opportunities for UnderRepresented Scholars (OURS) (2014) Outstanding University Service Award from School of Engineering and Applied Sciences, UDC (2014) Myrtilla Miner Faculty Fellow (2012-2013) Frontiers of Engineering Education (FOEE) Conference participant, NAE (2011) Project Kaleidoscope (PKAL) Summer Leadership Institute participant (2011) Preparing Critical Faculty for the Future (PCFF) program participant (2011) Dr. Liang serves as Co-PI on multiple NSF grants including the UDC-CSEC-ENGAGE Project ($399,924, 2024-2027) for cybersecurity workforce development, CUE-T: HBCU Learning Community ($654,004, 2023-2026), and the AI-CyS Research Partnership ($152,350, 2021-2024) with six HBCUs and national labs. Her mentorship is evidenced through extensive curriculum development projects targeting K-12 and undergraduate students, particularly women and commuters. She leads the MSCS program and coordinates the AI-CyS consortium researching video authentication and autonomous cybersecurity agents, establishing UDC as a hub for HBCU cybersecurity education and AI research.
Karen Stock is an Associate Professor of Business at Walsh University, where she has been since 2010. She holds a Doctor of Management (D.M.) from Case Western Reserve University, a Master of Arts in Management from Walsh University, and a Bachelor of Science from Miami University. Her primary research focuses on experiential learning, cross-cultural management, and ethical leadership, emphasizing practical application in both academic and workplace settings. Dr. Stock teaches courses in sustainability, cross-cultural management, and ethical leadership. She is also a Research Fellow at the Weatherhead School of Management at Case Western Reserve University. Her work explores innovative pedagogical methods, including equine-assisted learning and design thinking, to deepen student engagement and real-world relevance. She frequently presents at conferences such as the Academy of Management and the Management and Organizational Behavior Teaching Conferences. Her publications span journals like OD Practitioner and Journal of Education for Business , focusing on experiential learning metrics, global virtual teams, and sustainable construction practices. She actively contributes to the Experiential Learning Community of Practice, advocating for immersive educational strategies. Dr. Stock’s career combines academia with industry experience in multinational marketing and product development, enriching her teaching with practical insights. She is committed to fostering ethical leadership and sustainable business practices through innovative curricula and collaborative research initiatives.
Dr. Kieran O'Halloran is a Reader in Applied Linguistics at King's College London, based in the School of Education, Communication & Society within the Faculty of Social Science & Public Policy. He holds a BA from the University of Cambridge and a PhD in Applied Linguistics from University College London. His research focuses on critical thinking, posthumanism, and digital pedagogy, integrating corpus linguistics and posthumanist theory. Key interests include creative teaching methods, digital text analysis, and the intersection of technology with education. He teaches modules such as 'Critical Posthumanism, Digital Data' and 'Film, Poetry, Style' in the BA English Language and Linguistics program. O'Halloran's work emphasizes innovative approaches to literary interpretation using AI and digital tools, as seen in his recent articles on AI-driven creative analysis and posthumanist stylistics. He leads initiatives like the King’s Festival of Artificial Intelligence, exploring AI's role in education and creativity. His research is affiliated with the Research Centre for Language, Discourse & Communication, focusing on descriptive linguistics and applied linguistic practices. Publications include books like Posthumanism and Deconstructing Arguments (2017) and Posthumanism and Corpus Linguistics (2022), alongside peer-reviewed articles in Language and Literature and Discourse, Context & Media . His pedagogical contributions highlight digital literacy and creative problem-solving in higher education.
Linda J. Graham is a Professor at Queensland University of Technology (QUT) and Director of the Centre for Inclusive Education (C4IE). Her research focuses on education policy, disruptive student behavior, and inclusive pedagogies. PhD, Master of Education, and Bachelor of Arts from QUT and Macquarie University Chaired the 2020 Inquiry into Suspension, Exclusion and Expulsion Processes in South Australia Her work explores the intersection of inclusive education , student voice , and teacher-student relationships . She advocates for systemic reform to address overrepresentation of Indigenous and disabled students in exclusionary discipline. Recent publications highlight accessible assessment redesign , equity in education , and student perspectives on discipline . Notable awards include the Spencer Foundation Mentorship Excellence Award (2021) and Macquarie University's Early Career Researcher of the Year (2011). Scientific Awards: Spencer Foundation Mentorship Excellence Award (2021) Macquarie University Early Career Researcher of the Year (2011) Paul Bourke Award (2011) She supervises PhD and professional doctorate students in projects related to language disorders , student voice , and curriculum adjustments . Her leadership extends to the AARE Inclusive Education Special Interest Group and collaborations with institutions like Speech Pathology Australia and the QCAA.
