Prof. Gabriel Faimau is an Associate Professor of Sociology at the University of Botswana, concurrently serving as Visiting Associate Professor at Botswana International University of Science and Technology (BIUST) and Extraordinary Researcher at North-West University, South Africa. He holds a PhD in Sociology from the University of Bristol, where he was supported by the Overseas Research Scholarship (ORS). His research focuses on digital society, new media's role in religious practices, multiculturalism, HIV/AIDS impacts, and graduate employability. Recent studies include digital infrastructure in Botswana, urban informality in Harare, and the use of qualitative methods in religious media analysis. He has conducted fieldwork on Botswana's prophetic ministries and their digital strategies. Award highlights include DAAD Fellowships (2019) and grants from the Nagel Institute/John Templeton Foundation and HRDC. He serves on advisory boards for JPIC in Indonesia and IRGSC, while maintaining memberships in ISA, IAMCR, and AoIR. His academic journey includes roles as Lecturer and Research Head at Kgolagano College, Senior Lecturer at North-West University, and Teaching Assistant at the University of Bristol’s School of Sociology, Politics and International Studies (SPAIS).
Zheng Zhang is a Ph.D. candidate in the Department of Computer Science and Engineering at the University of Notre Dame, where he focuses on human-AI interaction. He also works as an Applied Scientist in Adobe's GenAI team, developing interactive AI systems for user experience enhancement. He has held internships at Apple, AWS AI, and Meta Reality Labs. Education: Ph.D. (in progress) at University of Notre Dame M.S. in Computer Science from University of Rochester and University of Minnesota B.Eng. in Software Engineering from Shaanxi Normal University His research explores the intersection of human-computer interaction (HCI) and machine learning (ML), emphasizing systems that provide adaptive, context-sensitive support for complex cognitive tasks. Key areas include collaborative tools for team ideation, incremental learning from user demonstrations, and multimodal context-aware interfaces. Recent publications demonstrate a focus on AI-augmented collaboration through large shared displays (LADICA), audio-visual annotation (PEANUT), and interactive qualitative coding (PaTAT). His work increasingly integrates generative AI with real-time human input, particularly for co-located teams and educational applications. He serves as a Program Committee member and reviewer for top HCI/ML conferences including CHI, UIST, IUI, and ACL. Teaching experience spans courses in human-AI systems, algorithms, and data structures.
Dr Noelia Molina is a Lecturer in the Department of Arts at South East Technological University (SETU), affiliated with the School of Humanities at the Waterford Campus. She is an active researcher within the Spirituality in Society and the Professions Research Group, contributing to interdisciplinary scholarship at the intersection of spirituality, ethics, and professional life. Her research interests include: Spirituality in Society Values and Ethical Practice in Professions Contemplative and Reflective Practices Spirituality in Education and Healthcare Social Change and Professional Identity Interdisciplinary Humanities Research Dr Molina's recent publications demonstrate a consistent focus on the integration of spiritual values into professional contexts, particularly in education, healthcare, and social work. Her work spans themes such as silence, listening, leadership, and ethical decision-making, reflecting a deep engagement with both theoretical and applied dimensions of spirituality. The research is interdisciplinary, drawing from philosophy, sociology, psychology, and education. She has received one academic prize (specific name not provided) and actively collaborates with institutions including Dublin City University and the Spirituality Institute for Research and Education. Dr Molina advises students and contributes to research grants, though specific details are not listed. She is involved in multiple research activities and has co-authored several publications with colleagues at SETU and external partners. Her work supports the development of values-based frameworks in professional education and practice. She is a member of the Spirituality in Society and the Professions Research Group, which serves as her primary research team, fostering collaborative inquiry into the role of spirituality in contemporary societal structures.
Melissa McCracken is an Assistant Professor of International Environmental Policy at The Fletcher School of Law and Diplomacy, Tufts University, where she also holds the William R. Moomaw Professorship in International Environment and Resource Policy. She directs the Shared Waters Lab and co-directs the Center for International Environment and Resource Policy, while being an affiliate of the Center for International Law and Governance. Ph.D. in Geography, Oregon State University, 2019 M.Sc. in Water Security and International Development, University of East Anglia, 2013 B.S. in General Engineering, California Polytechnic State University, 2010 Her research centers on transboundary water governance, cooperation, and conflict transformation, with a focus on defining and measuring effective international water cooperation. She integrates interdisciplinary approaches to address water security, political geography, and sustainable development, particularly under SDG 6. Her work emphasizes collaborative technical and policy solutions for shared water resources. Her recent publications span topics such as transboundary water cooperation frameworks, SDG 6.5.2 methodology, hydropolitical discourse, and water’s role in peacebuilding. These works, published in journals like Nature Water , Journal of Hydrology , and International Journal of Water Resources Development , reflect a consistent trend toward policy-relevant, empirically grounded, and conceptually rigorous scholarship aimed at improving global water governance. She has no listed scientific awards in the provided materials. Melissa McCracken advises research through independent studies and capstone projects at Fletcher. She has been involved in significant research grants and collaborations, notably with the Transboundary Freshwater Diplomacy Database at Oregon State University, where she previously served as Post-Doctoral Scholar and Database Manager. Her current projects aim to operationalize evaluation methods for transboundary water cooperation and monitor hydropolitical tensions. She leads the Shared Waters Lab , a research team focused on advancing understanding of water cooperation and conflict, and co-directs the Center for International Environment and Resource Policy , which supports interdisciplinary research and policy engagement on global environmental challenges.
Rev. Dr. Michael Hakmin Lee is Associate Professor of Ministry & Leadership and Program Director of three M.A. programs (M.A. Evangelism & Leadership, M.A. Ministry Leadership, M.A. Missional Church Movements) at Wheaton College. He holds a Ph.D. in Intercultural Studies from Trinity Evangelical Divinity School, a Th.M. in Systematic Theology from Dallas Theological Seminary, and a B.A. in Biochemistry from the University of Texas at Austin. Ph.D., Intercultural Studies – Trinity Evangelical Divinity School Th.M., Systematic Theology – Dallas Theological Seminary B.A., Biochemistry – University of Texas at Austin Dr. Lee's research centers on missiology, intercultural studies, religious deconversion, race and ethnicity, theology of religions, and the social impact of technology. He explores how contemporary challenges—such as AI, social media, and religious pluralism—affect Christian discipleship and gospel witness. His work bridges theological reflection with practical ministry engagement. His recent and forthcoming publications reveal a strong trend in analyzing digital culture, deconversion, and interfaith dynamics. He investigates how artificial intelligence and social media reshape disciple-making, while also addressing deep existential questions behind why evangelicals leave the faith. His scholarship integrates interdisciplinary perspectives from theology, sociology, and communication studies. Dr. Lee is an active scholar in the Evangelical Missiological Society, where he currently serves as VP of Finance. He has contributed to numerous peer-reviewed journals and edited monograph series, reflecting sustained academic engagement. He advises on graduate theological education and has led initiatives in distance learning pedagogy. Though no formal advisees are listed, his leadership in M.A. programs suggests significant mentorship. He is also involved in community service as a church elder, certified judo instructor, and youth baseball coach, reflecting a holistic integration of faith and vocation. Dr. Lee is affiliated with Wheaton College’s College of Ministry and Leadership and contributes to the mission of advancing evangelical scholarship and practice in a changing world.
Dr. Harper B. Keenan is an Assistant Professor at the University of British Columbia’s Faculty of Education, Department of Curriculum and Pedagogy. He previously held a postdoctoral fellowship at Stanford Graduate School of Education and earned his PhD in Curriculum and Teacher Education from Stanford in 2019. His research focuses on critical trans pedagogies, anti-racist queer and trans education, and the intersection of colonialism, race, and gender in schools. Institution: University of British Columbia Department: Department of Curriculum and Pedagogy Academic Rank: Assistant Professor Dr. Keenan’s work interrogates how adults teach children to navigate oppressive systems while creating spaces for transformative inquiry. He advocates for pedagogies that embrace children’s curiosity about topics like colonialism, gender, and violence, emphasizing classroom environments that foster self-directed learning and critical engagement. His recent publications explore trans worker safety in PK-12 schools, methodological innovations rooted in transgender experiences, and the reimagining of curriculum to challenge binary norms. Key trends in Dr. Keenan’s scholarship include: Centering trans and queer epistemologies in educational research Critiquing standardized testing and colonial narratives in elementary education Developing anti-racist, decolonial approaches to teaching history Advocating for gender-neutral honorifics and inclusive language Dr. Keenan’s awards include the Robert Quartermain Professorship of Gender and Sexuality Research in Education and a 2022 NAEd/Spencer Foundation Postdoctoral Fellowship . He maintains active collaborations with trans educators and scholars, including co-authoring policy briefs and participating in national dialogues on transgender justice in schools.
Bruce Goldstein is an Associate Professor in the Program in Environmental Design and the Environmental Studies Program at the University of Colorado Boulder, and a faculty research associate in the Institute for Behavioral Science. His work focuses on collaborative approaches to social-ecological challenges across multiple scales of governance and planning. Dr. Goldstein earned his Ph.D. in 2004 from the University of California, Berkeley. His academic journey has centered on understanding how institutions and stakeholders navigate complex environmental challenges through collaborative processes. Goldstein's research interests span social-ecological planning , collaborative governance , and resilience studies . He examines how planners, activists, and public agency managers develop collaborative responses to challenges such as rapid growth in the wildlands-urban interface, biodiversity protection, common-property resource management, and climate change. A particular focus of his work is understanding how learning networks can catalyze change in stable institutions that are approaching dramatic social and ecological thresholds. His research often explores the intersection of institutional theory, network dynamics, and sustainability transformations. His recent scholarly output demonstrates a clear evolution toward sustainability transformations as a field of study, with numerous "State of the Field" analyses examining systems education, network leadership development, and financing systemic transformation. Goldstein's work bridges practical applications with theoretical frameworks, particularly in how collaborative networks navigate paradoxes and tensions during transformative processes. His publications reveal a consistent focus on the practical implementation of resilience thinking across diverse environmental contexts. Goldstein has led significant research initiatives including a 6-year study of the U.S. Fire Learning Network, a novel multi-scalar collaborative approach to restoring disrupted fire regimes across jurisdictional boundaries. He is currently engaged with the Fire Adapted Communities Learning Network and the Locally-Managed Marine Areas Network. His influential edited book "Collaborative Resilience: Moving Through Crisis to Opportunity" (MIT Press 2011) examines how crises can serve as opportunities for collaboration, consensus building, and transformative resilience. While he is not currently accepting new graduate students, his past mentorship has contributed to the development of scholars in environmental design and resilience studies.
Prof. Dr. Michael Ahlers is Full Professor of Music Education with a focus on Popular Music at the Leuphana University of Lüneburg, Germany, and an associate member of the university’s Future Center for Teacher Education (ZZL). He also held visiting professorships at the University of Huddersfield (2020, 2025). Education and Career PhD in Philosophy (2008), University of Paderborn – dissertation on interface problems in music education and ergonomics of sequencer programs. Studied secondary-school teaching (music/German) and musicology. Previous roles: Professor of Music Education (digital media focus) at Leopold Mozart Center, University of Augsburg (2011); Temporary Academic Councillor, University of Paderborn (2009–2012); Research Assistant, University of Paderborn (2005–2009). Co-founder of a Hamburg-based music & media production company; editor-in-chief of the journal "Musikunterricht und Computer (MUC)". Research Interests Prof. Ahlers’ research integrates popular music studies, empirical music pedagogy, digital media, creativity and improvisation research, and cultural-economic analyses of music production . Current emphases include: Platformization of songwriting and the socio-economic structures of songwriting camps. Digital-material interfaces in music education and extra-institutional learning. Competency-oriented and adaptive classroom music-making. Dialogical arts education for cultural literacy and social inclusion. Music economics, rights education, and diversity-sensitive teacher training. Publications & Trends Across 112+ peer-reviewed articles, books, and chapters since 2020, a clear trajectory emerges: scrutinizing how technological change (AI, platforms, digitality) reshapes creative labor in popular music, and translating these insights into innovative, research-based pedagogies. His collaborative volumes and journal special issues have become key references for scholars in music education and popular music studies. Scientific Awards & Honors Visiting Professor, University of Huddersfield (2020, 2025). Research Prize of the University of Paderborn (2009). Virtual University of Bavaria grant (€40,000) for transdisciplinary project "Digital Media between Art, Music, and Education" (2012). Doctoral Supervision & Grants Prof. Ahlers currently supervises 17 doctoral researchers and has served as primary or secondary reviewer for numerous PhD defenses. He is Principal Investigator or Scientific Project Manager on 22 funded projects (totaling several million euros) from the German Federal Ministry of Education and Research (BMBF), Deutsche Forschungsgemeinschaft (DFG), and Lower Saxony Ministry of Science and Culture. Flagship initiatives include: dialoguing@rts (DFG, 2024–2027): advancing cultural literacy through dialogical arts education. COME-ARTS (BMBF, 2023–2026): diversity-sensitive digital continuing-education networks for arts and music teachers. MI-RAP Subproject 8 (BMBF): music-industry resilience acceleration. CODIP (BMBF, 2020–2023): digitally supported adaptive music teaching. Laboratories & Teams Research and teaching activities are anchored in the Institute for Art, Music and its Education (IKMV) at Leuphana, where Prof. Ahlers leads the Popular Music & Digital Media Lab. The lab collaborates closely with the interdisciplinary Future Center for Teacher Education (ZZL), fostering innovation in teacher-training curricula and hosting regular songwriting-camp ethnographies and digital-media workshops.
Eli Lejonberg is a Professor at the Department of Teacher Education and School Research, University of Oslo. His work focuses on guidance and professional development in education, particularly through the use of tools in supervision and management of school-based development projects. Institution: University of Oslo, Department of Teacher Education and School Research Research interests include: Teacher education reform Third space theory in school-university relations Video-based learning designs for authenticity Structured mentoring frameworks Transition from academic training to teaching profession Experienced teacher learning Article trends show emphasis on: Innovative mentoring tools Pre-service teacher development Policy analysis in educational contexts Technology integration in pedagogy Mentor training impact School-university partnerships Projects and collaborations include: Digital Integration of Video Assessment (DIVA) Quality in Practice Mentoring Tools Development Research groups: Collaboration for Teacher Education (COTED), Teacher Professional Development and Educational Change (TEPEC)
Dr. Hauke Riesch is a Senior Lecturer in Sociology at Brunel University, affiliated with the Social and Political Sciences department under the College of Business, Arts and Social Sciences . His work bridges sociology and science communication, focusing on public understanding of risk, environmental science, and the intersection of science with philosophy. PhD in Science & Technology Studies from University College London MSc in Philosophy & History of Science from King's College London BSc in Physics & Philosophy from King's College London Dr. Riesch's research examines how science is communicated to the public, particularly in contexts of environmental crisis and apocalyptic narratives. He explores humor as a tool for engagement, the role of citizen science in public participation, and the ethical dimensions of interdisciplinary collaborations. His recent publications analyze the effectiveness of humor in science communication, the dynamics of citizen science initiatives, and the philosophical underpinnings of scientific practice. Projects like the OPAL and Winton Programme highlight his focus on community-based research and risk perception. Dr. Riesch is a member of the Society for the Social Study of Science (4S) and the Society for the Philosophy of Science in Practice . He teaches courses on research methods, identity studies, and apocalyptic discourse, emphasizing the societal implications of scientific narratives. His outreach includes analyzing media representations of science and advising on public engagement strategies, particularly through digital platforms and activist movements like the March for Science .
Thilo Fehmel is a Professor of Social Administration and Social Policy at the Leipzig University of Applied Sciences and serves as Dean of the Faculty of Architecture and Social Sciences . His academic career spans institutions like the University of Leipzig (habilitation in sociology) and Cooperative State University Gera. Research Focus: Social policy, welfare state theory, European sociology, labor sociology, and sociological theory (conflict, autonomy, deviance). Projects: Led research on Citizen Participation in the Digital Society (2019-2021, funded by Saxony) and Social Policy by Collective Agreement (2015-2019, funded by Hans Böckler Foundation). Publications: Over 25 monographs and edited volumes, including Tarifsozialpolitik (2021) and Sicherungsbewahrung (2013). Academic Leadership: Contributed to journals like Traverse and Soziologie , and edited special issues on welfare state transformation. His work bridges theoretical sociological analysis with practical policy implications, emphasizing the role of collective bargaining and institutional frameworks in shaping social security systems across Europe.
Rolf Steier serves as Professor at Oslo Metropolitan University within the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education, holding the position of Head of Studies for Area of Responsibility 5. His office is located at Pilestredet 52, 0167 Oslo (B534), with contact details including mobile +47 906 92 626, office +47 672 36 014, and email rolf.steier@oslomet.no. He actively contributes to the Digital Learning Arenas research group, focusing on technology-enhanced educational environments. Steier's research centers on computer-supported collaborative learning (CSCL) and virtual reality applications in education, with specific expertise in embodied cognition, science education, museum learning, and narrative structures in STEM. His work examines how learners co-construct knowledge through digital interactions, particularly investigating the role of physical embodiment in virtual environments and the integration of narrative techniques to facilitate engagement in informal learning contexts. Recent projects explore immersive VR experiences for collaborative meaning-making and the adaptation of interaction analysis methodologies for technology-mediated educational research. Analysis of Steier's 2021-2025 publications reveals a clear trajectory toward increasingly sophisticated integration of virtual reality in educational research, with growing emphasis on interdisciplinary applications in science education. Key thematic developments include the refinement of interaction analysis frameworks for digital contexts, the exploration of perspective-taking across blended realities, and the strategic use of narrative to enhance STEM engagement in informal settings. His work consistently bridges theoretical learning science with practical educational technology implementation. The Digital Learning Arenas research group serves as the primary platform for Steier's collaborative work, functioning as an interdisciplinary hub for developing and studying innovative digital learning solutions. This group facilitates partnerships across educational sectors to transform teaching practices through emerging technologies, with recent focus on VR-based collaborative learning environments and cross-contextual knowledge transfer.
Assoc Prof Geraldine Torrisi is the Deputy Head of School (Learning & Teaching) at the School of Information and Communication Technology at Griffith University. With a PhD in Educational Studies and degrees in Science (Physics/Mathematics) and Education, she focuses on Human-Computer Interaction (HCI) , User Experience , and Learning Theory . She is a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy . Education: PhD in Educational Studies (Griffith University) Masters of Educational Studies (James Cook University) Bachelor of Education (Secondary Science and Maths) (James Cook University) Bachelor of Science (Physics/Mathematics) (James Cook University) Research Interests include Interactive Digital Media , Educational Technology , and Data Literacy . Her 2025 book chapters explore AI's role in education, while 2024-2023 articles address data literacy frameworks and hybrid teaching models. Scientific Awards include Griffith Award for Excellence in Teaching (2011) , Excellence in Teaching Award (2015) , and Senior Fellow of the Higher Education Academy (2018) . She also received multiple Group Learning and Teaching Commendations (2009, 2017, 2019). Grants include The Dignity Project (2024-2025), Promoting Renewable Energy Adoption (2022-2025), and Smart Environmental Sensing (2022-2023). She supervises PhD students on topics like Human-Machine Teaming and Instructional AR Design .
Janna Levin is a Professor of Physics and Astronomy at Barnard College, Columbia University, where she has been a faculty member since January 2004. Her office is located in Pupin Hall, and she is deeply involved in both theoretical research and science communication. She holds a Ph.D. from the Massachusetts Institute of Technology and a B.A. from Barnard College. B.A., Barnard College Ph.D., Massachusetts Institute of Technology Her research lies at the intersection of cosmology, theoretical physics, and gravitation. Key interests include the early universe, black hole dynamics, chaos in gravitational systems, the topology of space, string cosmology, and extra dimensions. She has conducted research at the Center for Particle Astrophysics at UC Berkeley and the Department of Applied Mathematics and Theoretical Physics at Cambridge University. She also served as the first scientist-in-residence at the Ruskin School of Fine Art and Drawing at Oxford, supported by a NESTA award. The 15 most recent publications reflect a consistent focus on black hole orbital dynamics, gravitational waves, cosmic topology, and chaos. Her work combines deep theoretical insight with computational and mathematical rigor, often exploring how fundamental physics manifests in observable phenomena. Trends include the classification of black hole orbits, the role of chaos in binary systems, and the observational implications of a finite or multiply connected universe. PEN/Bingham Fellowship for Writers Mary Shelley Award for Outstanding Fictional Work Runner-up for the PEN/Hemingway Award Levin is a dedicated mentor and science communicator. While specific advisees are not listed, her leadership at Pioneer Works as Director of Science indicates active engagement in guiding young scientists and interdisciplinary thinkers. She has not publicly listed grants, but her research has clearly been supported through institutional affiliations and fellowships. Her work bridges science and the humanities, emphasizing the human dimension of scientific discovery. She is the founder and director of the 'Scientific Controversies' series at Pioneer Works, a cultural center in Brooklyn where she serves as Director of Sciences. This initiative fosters public dialogue on open scientific questions, promoting a culture of curiosity, vulnerability, and collaborative inquiry. Her programming emphasizes the process of science over definitive answers, reflecting her belief in the value of uncertainty and intellectual struggle.
Prof. Dr. Thomas Farrenkopf is a full-time Professor in the Department of Business Informatics at the Technische Hochschule Mittelhessen , serving as Dean of Studies . He leads the Business Informatics Bachelor program and specializes in digitalization, multi-agent systems, and AI-driven decision support. Expertise Areas : Industry 4.0, Smart Factory, Semantic Web, full-stack software development Contact : thomas.farrenkopf@mnd.thm.de Research Focus : His work bridges knowledge-based methods with practical applications in artificial intelligence, particularly through multi-agent systems for traffic modeling and business simulations. He developed AGADE Traffic (a knowledge-based traffic simulator) and ATHOS (a domain-specific language for multi-agent simulations), focusing on scalability and complexity reduction. Recent studies explore individual preferences' impact on traffic policies and agent-based feedback mechanisms in business contexts. Academic Contributions : With over 15 publications since 2013, his research spans agent-based modeling, semantic web applications, and smart manufacturing - notably improving throughput times in toolmaking by 90% through Industry 4.0 implementations. Teaching & Supervision : Actively supervises Bachelor's Practical Projects (BPP), providing guidance for internship-related academic work through structured evaluation processes and electronic reporting systems. Collaborations : Works with international researchers like Johannes Nguyen, Simon T. Powers, and Michael Guckert, publishing in venues such as SN Computer Science , Lecture Notes in Computer Science , and Journal of Artificial Societies and Social Simulation .
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