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Naseem AhmadpourView profile

Associate Professor

University of SydneyAustralia

Associate Professor Naseem Ahmadpour is a leading researcher in Human-Computer Interaction (HCI) and Design at the University of Sydney 's School of Architecture, Design and Planning. She directs the Affective Interactions Lab and serves as Associate Dean (Research) and Chair of the EDI Committee . PhD, University of Montreal MSc, Chalmers University of Technology BSc, Bahonar University Her research critically examines the ethical implications of sociotechnical systems in care and work futures, focusing on participatory design with vulnerable populations. She explores immersive technologies like VR for mental health, pain management, and clinical training, while advocating for equity in design practices. Recent work includes 15+ publications (2023-2026) on VR applications, ethical design tools, and sociotechnical critiques. She has received the SOAR Prize (2022-2023) and led grants on VR in clinical education, digital volunteering, and aging technologies. Dr. Ahmadpour supervises PhD students in projects like Collaborative Reflection in Mental Health and Cultural Bias in Digital Design . She contributes to the Design. Think. Make. Break. Repeat methodology handbook and co-leads the VirtX Community of Practice for immersive realities.

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Paulo BliksteinView profile

Associate Professor

Columbia UniversityUnited States

Paulo Blikstein is an Associate Professor of Communication, Media, and Learning Technologies Design at Teachers College, Columbia University. He holds affiliations with the Mathematics, Science & Technology department and the Communication, Media, and Learning Technologies Design program. His expertise spans curriculum design, digital innovation, science education, and educational technology. Dr. Blikstein earned a Ph.D. in Learning Sciences from Northwestern University (2009), M.Sc. in Media Arts & Sciences from MIT Media Lab (2002), and degrees in Engineering from the University of São Paulo (Brazil). His research focuses on leveraging technology to enhance learning through computational modeling, maker education, and tangible interfaces. He leads the Transformative Learning Technologies Lab and the FabLearn Program, which develop innovative tools like MoDa and PlayData, integrating computational thinking with real-world science experiments. His work emphasizes equitable access to technology-driven education, particularly in the Global South. Recent projects include deploying cloud labs for biology education, analyzing disinformation dynamics via agent-based models, and exploring how social media influences political radicalization. He critiques commercial education technology discourse through a critical pedagogy lens, advocating for culturally responsive, hands-on learning. Blikstein’s research bridges theory and practice, addressing systemic challenges in science education through participatory design with teachers and communities. His labs create sustainable educational technologies, such as DIY liquid handling robots and haptic feedback systems, to democratize STEM access. He also investigates computational identity formation in K-12 students and the role of making in fostering gender equity in STEM.

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Kate FuView profile

Associate Professor

University of Wisconsin-MadisonUnited States

Dr. Kate Fu is the Jay and Cynthia Ihlenfeld Associate Professor of Mechanical Engineering at the University of Wisconsin-Madison. She previously held academic positions at Georgia Institute of Technology (2014-2021) and completed postdoctoral fellowships at MIT and Singapore University of Technology and Design. Her education includes a Ph.D. (2012), M.S. (2009) from Carnegie Mellon University, and B.S. (2007) from Brown University. Her research focuses on engineering design cognition, computational design tools, and design innovation. Key areas include creativity enhancement, design-by-analogy methodologies, and integrating artificial intelligence into design processes. She has pioneered work on gender dynamics in engineering teams and equity in education. Notable awards include the NSF CAREER Award (2019), ASME Young Investigator Award (2020), and SREB Mentor of the Year (2022). She actively contributes to engineering education through courses like Geometric Modeling for Design, Experiential Design Projects, and graduate research supervision. Her work bridges disciplinary boundaries with projects on additive manufacturing, design justice frameworks, and social impacts of engineering solutions. Current research explores equity in makerspaces, energy justice metrics, and cognitive processes in design teams.

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Pernille BjørnView profile

Professor

University of CopenhagenDenmark

Pernille Bjørn is a Professor in Computer Supported Cooperative Work (CSCW) at the Department of Computer Science , University of Copenhagen (DIKU), where she has been since May 2015. Her research investigates collaborative work practices to design cooperative technologies, focusing on domains like healthcare, global software development, startup companies, and digital fabrication. Faculty of Science, University of Copenhagen Human-Centred Computing Section Research Interests : Bjørn’s work spans CSCW , Human-Computer Interaction , and Digital Fabrication , with applications in healthcare systems, cross-cultural software development, and inclusive technology design. She explores collaborative virtual reality training, FemTech, and crisis computing. ACM Distinguished Member (2024) Publications : Published in top venues like ACM Transactions on Computer-Human Interaction , CSCW , and CHI , her recent work examines hybrid work asymmetry, neurodiverse accessibility, and art-driven collaborative research.

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Natalie DavisView profile

Assistant Professor

University of Michigan-Ann ArborUnited States

Natalie R. Davis is an Assistant Professor in the Department of Critical Studies in Education at the University of Michigan’s Marsal Family School of Education. Her work focuses on sociopolitical development of children from non-dominant communities, particularly Black children in urban environments, emphasizing culturally responsive pedagogies and community-engaged research. She holds a PhD in Educational Foundations from U-M, a B.A. from Columbia University, and an M.A. in Elementary Teaching. Her research explores teaching-learning relationships, cultural ecologies, and methodologies that center youth agency. She collaborates with museums, non-profits, and schools on projects like the Climate Justice Seed Project, integrating environmental justice and place-based learning. Key awards include National Academy of Education/Spencer and SRCD fellowships, NSF funding, and the AERA Division G distinguished dissertation award. Her grants include a 2023–2025 project on justice-oriented elementary teaching and a water literacy initiative along the Mississippi River.

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Jessica SwensonView profile

Assistant Professor

State University of New York at BuffaloUnited States

Jessica Swenson is an Assistant Professor in the Department of Engineering Education at the University at Buffalo's School of Engineering and Applied Sciences. Her work focuses on engineering education methodologies, particularly in undergraduate conceptual knowledge development, Learning Assistant programs, and fostering inclusive environments for women and multilingual learners in engineering. She holds a PhD in Mechanical Engineering from Tufts University (2018), an MS in STEM Education, and a BS in Mechanical Engineering from Northwestern University (2010). Education: PhD, Mechanical Engineering, Tufts University, 2018 MS, Science, Technology, Engineering and Mathematics Education, Tufts University, 2013 BS, Mechanical Engineering, Northwestern University, 2010 Research Interests: Jessica explores engineering design processes, epistemological framing in student learning, and how affect and identity influence academic trajectories. Her work emphasizes equitable pedagogies for multilingual learners, team dynamics in design projects, and the role of power structures in stakeholder interactions. She investigates how open-ended problems and scaffolding techniques impact problem-solving skills and engineering judgment development. Key Themes in Publications: Recent work highlights the interplay between affect and identity in first-year engineering students, strategies for multilingual learners in K-12 settings, and the role of team accomplishment in fostering belongingness. She also examines how flexible classroom spaces and maker environments influence student engagement and identity formation. Awards & Grants: No awards explicitly listed. Current research initiatives focus on NSF-funded projects related to engineering education equity and pedagogical innovation. Labs & Teams: Engaged in interdisciplinary collaborations with aviation museums and pre-service teacher networks to develop authentic engineering assessments and inclusive curriculum designs.

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Kerstin RaudonatView profile

Researcher

Humboldt UniversityGermany

Dr. Kerstin Raudonat is a researcher at the Institute of Computer Science, Faculty of Mathematics and Natural Sciences, Humboldt University of Berlin. She has been working at the 'Computer Science and Society' chair since September 2022, focusing on the intersection of technology, gender, and society. Her research spans multiple domains including human-computer interaction, media education, and digital game culture, with particular emphasis on creating more inclusive technological environments. Dr. Raudonat's research interests center on gender equity in technology development, examining how societal biases manifest in IT systems and how to break cycles of discrimination in software design. Her work explores the complex relationships between technology and social structures, with special attention to how digital environments can be designed to promote diversity and inclusion. She investigates these issues through multiple lenses including practice theory, cyberfeminism, and participatory design methodologies, seeking practical approaches to make technology development more socially responsible. Her recent publications reveal a consistent trajectory examining gender dynamics in technology, with increasing focus on AI systems and their societal impacts. The research shows evolution from analyzing gaming cultures and communication patterns to addressing systemic biases in contemporary AI technologies. Her work demonstrates strong interdisciplinary connections between computer science, sociology, gender studies, and media education, reflecting a comprehensive approach to understanding technology's role in society. Dr. Raudonat has been actively involved in multiple significant research projects funded by the German Federal Ministry of Education and Research, including: KIRA (2021-2024): Developing AI-based matching for vocational training with gender sensitivity considerations IT&me (2017-2020): Creating multimedia knowledge resources for women in IT fields Gender-UseIT (2013-2014): Establishing a network for interdisciplinary research on gender perspectives in human-computer interaction VIT3A : International virtual teaching and collaboration initiatives Her research has been conducted in collaboration with multiple institutions including Fraunhofer IAO, Hochschule Heilbronn, and Vietnamese-German University, demonstrating strong national and international research partnerships. Dr. Raudonat's work contributes significantly to understanding how technology can be developed in more socially responsible ways that promote equity and inclusion.

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Helen DouglassView profile

Assistant Professor

University of TulsaUnited States

Helen Douglass is an Assistant Professor of Education at the University of Tulsa's College of Arts & Sciences. Her work bridges formal and informal learning spaces to promote inclusive STEM education, particularly for pre-service teachers and underrepresented groups. She developed an interdisciplinary STEM Education minor and is active on national and local advisory boards focused on design thinking, maker education, and leveraging student experiences for college credit through machine learning and micro-badging. Dr. Douglass holds a Ph.D. in Education from the University of Colorado Denver, an M.A. from Colorado Christian University, and a B.S. from the University of New Mexico. Her research emphasizes equitable access to STEM, gender equity, and the integration of maker spaces and design thinking into curricula. Her publications explore themes such as STEM program implementation, teacher preparation in formal-informal learning environments, and equity-focused maker education for youth of color. She collaborates with schools and communities to design inclusive educational experiences and mentors students across disciplines. Her work aligns with TU’s innovation initiatives, including the acquisition of Fab Lab Tulsa, which supports digital fabrication and creative arts integration. Dr. Douglass’s advising focuses on fostering scholarly opportunities for students, connecting them with peer networks and interdisciplinary research. She advocates for policies that strengthen STEM education’s role in fostering belonging and equity in diverse learning contexts.

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Karen J.L. BurgView profile

Professor

University of GeorgiaUnited States

Karen J.L. Burg is the Harbor Lights Chair of Biomedical Research and Professor in the Department of Small Animal Medicine & Surgery at the University of Georgia. She also served as Vice President for Research at the University of Georgia (2021–2024) and Kansas State University (2014–2016). Burg holds a Ph.D. in Bioengineering from Clemson University (1996) and postdoctoral training in Tissue Engineering at Carolinas Medical Center (1999). Her research focuses on regenerative medicine, biomaterials, and biofabrication, with notable contributions to 3D tissue fabrication and its clinical applications, including the formation of Kiyatec, Inc. She is a pioneer in equitable mentoring, recognized through the 2022 PAESMEM Award and leadership in the National Research Mentoring Network (NRMN). Burg has held leadership roles in the National Academy of Inventors, American Council on Education, and Society for Biomaterials. Her work bridges academia and industry, emphasizing translation of research into clinical and commercial solutions. Awards include the PECASE (2002), AAAS and NAI Fellowships, and recognition as a AAAS-Lemelson Invention Ambassador (2014).

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William NickleyView profile

Assistant Professor

Ohio State UniversityUnited States

William Nickley is an Assistant Professor in the Department of Design at The Ohio State University, holding an MFA and BSD in Design from the same institution. His research bridges industrial design with social impact, focusing on co-design methodologies, youth development through design-based making (DBM), and person-centered design (PCD). He leads the Ohio State DESIS Lab, emphasizing practice, pedagogy, and research to create equitable futures. Nickley has pioneered frameworks for youth empowerment through design, including grant-funded projects with Columbus City Schools and the Boys & Girls Clubs of Central Ohio. His education includes a MFA (2020) and BSD (2010) in Industrial Design from OSU. He previously worked in consultancy, freelance design, and non-profit leadership. Current courses include Design 4650/5650 (Collaborative Design Studio) and Design 4151 (Intermediate Industrial Design II). Research interests include design for social justice, LGBTQIA+ youth healthcare engagement, and the intersection of design with Positive Youth Development. Notable projects include the ISPARK Mobile Maker Cart (2024), CoDe Rainbow training platform (2023), and the Hayes 210 Student Space Redesign (2024-25), a grant-funded interdisciplinary initiative enhancing campus spaces through student input. He has received the 2024 IDSA Young Educator Award and serves on multiple committees including the IDSA Education Council. His service includes leadership in Local Tech Heroes, a nonprofit promoting tech access for underserved communities.

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LuEttaMae LawrenceView profile

Assistant Professor

University of Illinois Urbana-ChampaignUnited States

LuEttaMae Lawrence is an Assistant Professor in the Instructional Technologies and Learning Sciences program at Utah State University's Emma Eccles Jones College of Education and Human Services. As a learning scientist and design researcher, she collaborates with communities to co-design equitable learning environments that address social justice through participatory methodologies. Her educational background includes: PhD in Curriculum and Instruction, University of Illinois Urbana-Champaign MA in Curriculum and Instruction, University of Illinois Urbana-Champaign BFA in Graphic Design, Iowa State University Prior to USU, she completed postdoctoral fellowships at Carnegie Mellon University's Human-Computer Interaction Institute and UC Irvine's School of Education. Her research focuses on Design-Based Research, Design Justice, and Participatory Design to create collaborative learning environments that center community needs while addressing systemic inequities through educational technology. Recent publications (2024-2025) reveal three dominant trends: development of AI orchestration tools for dynamic classroom transitions, responsive teaching frameworks for theory-building activities, and community-engaged design justice projects addressing reproductive health and LGBTQ+ equity. Her work increasingly integrates generative AI with human-centered design principles while maintaining critical focus on ethical implications. Scientific recognition includes: Best Design Paper Award at CSCL 2022 for co-designing AI orchestration tools with middle school teachers Best Design Paper Nominee at CSCL 2021 Dr. Lawrence actively recruits graduate students for her lab, emphasizing collaborative culture and ethical research in co-design, social justice, and technology. Current projects include: PROJECT UNITE: Improving disability transition services with Canyons School District Emergency Contraception Access evaluation on USU campus Kids' Ethical Sensemaking in AI/Robotics afterschool makerspace Bear River Region LGBTQ+ Community Coalition for health equity Community Justice Advocate Program training social workers Rural Utah sexual health educator cultural navigation study Her lab operates through interdisciplinary partnerships with educators, nonprofits, and community organizations, prioritizing wellbeing and inclusive research practices while scaling design-based solutions from local contexts to broader educational applications.

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Luke ZieglerView profile

Assistant Clinical Professor

University of West GeorgiaUnited States

Dr. Luke Ziegler is a Clinical Assistant Professor in the Department of Educational Technology and Foundations at the University of West Georgia's College of Education. He holds a Ph.D. in Instructional Technology from Georgia State University (2024), an Ed.S. from Kennesaw State University (2020), an M.Ed. from the University of Hong Kong (2015), and a B.M. from Middle Tennessee State University (2012). Research centers on maker education, generative AI in P-12 settings, technology-enhanced instruction, and multimedia design. His work emphasizes accessible, hands-on learning through mobile makerspaces and virtual adaptations. Publications focus on maker education innovations during the COVID-19 pandemic, Indigenous STEM outreach, and mobile makerspace implementations. Recurring themes include equitable access and community partnerships. No scientific awards are documented. He leads the iTeach MakerBus project, which develops mobile makerspaces for educational access. No grants or specific student advisees are mentioned.

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Andrea NgView profile

Lecturer

Swinburne University of TechnologyAustralia

Dr. Andrea Ng is a Lecturer in Early Childhood Education at the School of Social Sciences, Media, Film and Education, Swinburne University of Technology. Her work bridges research, teaching, and policy in early childhood and primary education, with a strong emphasis on STEAM integration and teacher development. Her research focuses on how educators integrate STEAM (Science, Technology, Engineering, Arts, and Mathematics) into early childhood and primary curricula, particularly in Australian and Southeast Asian contexts. She investigates challenges faced by pre-service and in-service teachers and explores innovative solutions, including the use of generative artificial intelligence and the World Café methodology for participatory research. Her work supports Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities). Dr. Ng's recent publications reveal a strong trend in STEAM education, teacher professional development, inclusive practices, and the use of robotics for social-emotional learning in children with autism. Her work spans qualitative, integrative, and evidence synthesis methodologies, contributing significantly to early childhood pedagogy and policy. She has secured research funding from the Victorian Department of Education for a project on robotics and child social-emotional development. Her HDR supervision includes doctoral research on teacher digital competency, ecological teaching modes, and TESOL teacher development. Dr. Ng is actively involved in developing practical strategies for teacher wellbeing and student inclusion. Her research outputs include journal articles, book chapters, conference presentations, and evidence synthesis reports, reflecting a comprehensive and impactful scholarly profile.

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Vanessa SvihlaView profile

Professor

University of New MexicoUnited States

Vanessa Svihla is a Professor in the Department of Chemical and Biological Engineering at the University of New Mexico (UNM). She holds a Ph.D. in Science Education from The University of Texas at Austin (2009), an M.S. in Geological Sciences (2003), and a B.A. in Geology and Russian from Smith College (1997). Her research focuses on learning sciences, particularly how people learn through design processes and the role of technology in authentic assessment. She investigates framing agency—the ability to make consequential decisions in learning and design contexts—and develops tools for educators to foster this skill. Dr. Svihla's work emphasizes interdisciplinary approaches, using methods like regression modeling, network analysis, and design-based research. She has received the NSF CAREER Award (2018) for her project on Framing and Reframing Agency in Making and Engineering (FRAME). Her teaching includes advanced instructional design courses (OILS 601) and graduate-level instructional design (OILS 543). Research Highlights: Design learning, project-based learning, equity-centered education, and engineering identity development Key Themes: Material agency, socio-technical design challenges, and expansive empathy in engineering education Her recent publications explore agency in chemical engineering education, equity-focused change frameworks, and speculative design for organizational transformation. She also investigates how students' cultural identities influence persistence in STEM and the role of faculty agency in institutional change. Awards: NSF CAREER Award (2018) Grants & Impact: Leverages NSF funding to create curricular innovations that enhance student retention and faculty-driven equity initiatives. Collaborates on interprofessional courses addressing climate change and public health. Labs/Teams: Engaged with UNM's Chemical and Biological Engineering department, focusing on design-based research and equity-centered educational initiatives.

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Abigail PhillipsView profile

Assistant Professor

University of Wisconsin-MilwaukeeUnited States

Abigail Phillips is an Assistant Professor at the University of Wisconsin-Milwaukee's School of Information Studies. She holds a PhD in Information Studies from Florida State University, with a focus on leadership and management, and a Specialist degree in Library and Information Studies. Her research explores neurodiversity, disability inclusion in libraries, makerspaces, cyberbullying, and empathetic library practices. She advocates for libraries as vital public spaces, particularly in rural and underserved communities. Phillips has taught courses such as Foundations of Library and Information Science, Trauma-Informed Librarianship, and Critical Librarianship. Education: PhD in Information Studies, Florida State University (2016) Specialist in Library and Information Studies (2014) MS in Library and Information Studies (2008), focusing on children/youth services BA in Anthropology, University of Georgia (2006) Her research interests emphasize libraries' role in fostering empathy, accessibility, and equity, with a focus on youth and neurodivergent populations. Recent work addresses mental health in online learning environments, inclusive makerspaces, and LIS education reforms. Phillips has collaborated on projects such as the #ProtectLibraryWorkers movement and participatory design of library programs. Her publications highlight themes like disability inclusion in LIS frameworks, cyberbullying prevention, and trauma-informed practices. Phillips actively bridges academic research with practical library services, emphasizing community-driven solutions.

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