Find Academic Supervisors

Linda Christina Yvonne MannilaView profile

Associate Professor

• Artificial Intelligence
• Computer Science Education
• Ethics of AI
• +3 more

Linda Christina Yvonne Mannila is an Associate Professor at the Department of Computer Science, University of Helsinki. Her work focuses on AI literacy, ethics, and educational technology, with a strong emphasis on K-12 education and societal implications of AI. University: University of Helsinki Department: Department of Computer Science Academic Rank: Associate Professor Research Interests: Dr. Mannila’s research spans AI literacy, ethical frameworks for AI deployment, and pedagogical strategies for integrating AI into educational curricula. She leads multiple foundational projects funded by Utdelningsstiftelsen för Svenska kulturfonden sr and Kulturfonden f. Sverige och Finland, addressing AI literacy in grades 1-6, public sector applications, and conceptual inventories for non-experts. Recent Publications: Her 2025 work includes a book on AI literacy for teachers, conference contributions at AIED 2025 and ACE '25, and collaborative studies on large language models (LLMs) in MOOCs. These publications highlight her focus on accessible AI education and ethical considerations. Projects: Dr. Mannila manages initiatives like AI i offentlig sektor (2025-2026) and AI-litteracitet i årskurs 1-6 (2024-2026), aiming to bridge AI expertise with societal needs. She also contributes to the HY375 - Professur i datavetenskap project (2024-2040). Media Engagement: She actively participates in public discourse, with 2025-2024 media contributions addressing AI’s role in politics, responsible usage, and its impact on human decision-making.

Noora Lumilla LaaksoView profile

Researcher

• Educational Sciences
• Digital Pedagogy
• Collaborative Learning
• +4 more

Noora Lumilla Laakso is a Doctoral Researcher at the Department of Education, University of Helsinki , Finland. She is affiliated with the Innokas network research group , focusing on programming and robotics education through collaborative making processes. Doctoral Programme in Cognition, Learning, Instruction and Communication Department of Education Research Interests : Noora investigates how students' collaborative roles and perceived learning emerge during maker activities, including game design, robotics invention projects, and digital presentations. Her work combines quantitative and qualitative analysis to study community-based learning and teacher digital pedagogy development. Key Research Themes : - Digital agency in educational contexts - Transformative research-practice partnerships - Sociodigital practices pre- and post-COVID-19 - Programming curriculum implementation challenges Recent Activities : - Oral presentation at CSCL 2025 - Invited talks on maker education (2022, 2021) - Peer review contributions for Computers and Education and Cogent Education Projects : Participated in the Materiality, maker practices and design studio pedagogy at the digital age project (2020–2024).

Amy HixonView profile

Associate Professor

• Actinide Chemistry
• Environmental Radiochemistry
• Nuclear Forensics
• +7 more

Amy Hixon is an Associate Professor and Director of Graduate Studies at the University of Notre Dame, affiliated with the College of Engineering and the Department of Civil & Environmental Engineering & Earth Sciences. She serves as Director of the NNSA Actinide Center of Excellence (ACE) and focuses on transuranic chemistry, environmental radiochemistry, and nuclear security. Education: Ph.D. (2013) and M.S. (2008) in Environmental Engineering & Earth Science from Clemson University; B.S. (2006) in Chemistry from Radford University. Research Themes: Environmental radiochemistry (actinide fate/transport), nuclear materials characterization, and synthesis of novel plutonium compounds with applications in energy and security. Awards: NSF CAREER award for mineral-water interface studies. Outreach: Advocates for K-12 nuclear energy education through programs like Science Alive! and Art-2-Science summer camp.

Martine PellerinView profile

Professor

• Educational Technology
• Artificial Intelligence in Education
• Digital Literacy
• +5 more

Martine Pellerin is a full professor at the Faculté Saint-Jean (University of Alberta), focusing on educational technology and artificial intelligence in education . She previously served as associate dean of Research and Innovation (2016–2022) and integrates digital literacy, ethical citizenship, and AI into K-12 and teacher training programs. Research interests: Digital Literacy Artificial Intelligence in Education Teacher Supervision Academic Integrity Multimodal Learning Environments Article trends: Recent work explores AI-driven teacher supervision, virtual reality/augmented reality in anatomy education, and redefining academic integrity in the Gen AI era. Projects emphasize equity, inclusivity, and interdisciplinary collaboration. Scientific awards: Distinguished IT Ambassador Award (2018) Collaborations: Engages with interdisciplinary teams including Dr. Eleni Stroulia (Computing Science, AI4Society) and Dr. Denise J. Larsen (Education). Utilizes the TELUS 5G Living Lab and PUPP (Partnership on University Plagiarism Prevention).

Steven D. BrewerView profile

Senior Lecturer

• Evolutionary Biology
• Ecology
• Natural History
• +3 more

Steven D. Brewer is a Senior Lecturer II in the Department of Biology at the University of Massachusetts, specializing in experiential learning through student-driven research in organismic and evolutionary biology. Education B.S. from Alma College (1985) M.S. from Western Michigan University (1996) Ph.D. from Western Michigan University (1996) Brewer's research centers on empowering students to conduct hands-on ecological investigations, including tardigrade/mollusk surveys, invasive species mapping (garlic mustard, earthworms), and invertebrate behavior studies. His work bridges natural history with educational technology innovation , developing open-source hardware/software for classroom use while maintaining strong ties to the Organismic and Evolutionary Biology research cluster. Publication trends reveal a consistent focus on biology education transformation across three decades: foundational 1990s work on evolution pedagogy and phylogenetic software, early 2000s educational tools like the Data Aggregation Project, and recent (2015-2020) makerspace-driven environmental monitoring technologies using Raspberry Pi/Arduino platforms for K-12 STEAM engagement. As a dedicated educator, Brewer mentors students through semester-long collaborative projects exploring unfamiliar topics, emphasizing how courses can serve personalized learning goals. His ASEE conference papers indicate involvement in service-learning grants for town-gown STEAM partnerships, though specific funding details aren't public. Brewer actively contributes to campus makerspace ecosystems, particularly through interdisciplinary environmental monitoring initiatives. His Morrill Science Center lab supports student development of open-science instrumentation, connecting university resources with community-based ecological research and K-12 education outreach.

Jonathan CohenView profile

Associate Professor

• Instructional Technology
• Constructionism
• Maker Education
• +2 more

Jonathan Cohen is Associate Professor in Learning Sciences at Georgia State University, researching constructionist learning and technology integration. His NSF-supported work investigates maker education frameworks and TPACK (Technological Pedagogical Content Knowledge) applications. Recent publications explore problem-based learning in STEM and makerspace teacher training. He directs projects on educational technology design and serves as president-elect of the Society for Information Technology and Teacher Education. Prior roles include founding the Laboratory School for Advanced Manufacturing at the University of Virginia.

Fred MartinView profile

Professor

• Artificial Intelligence Education
• Data Science Pedagogy
• K-12 Computer Science Curriculum Development
• +5 more

Fred Martin, Ph.D., is a Professor and Interim Dean of the new College of AI, Cyber, and Computing at the University of Texas at San Antonio (UTSA). He previously served as Chair of the Computer Science Department and held administrative roles at the University of Massachusetts Lowell. His research focuses on empowering K-12 learners through AI/ML education, robotics, and data visualization tools. Martin leads the Engaging Computing Group, developing curricula and technologies for youth education. He teaches courses like 'Developing AI Tools for K-12' and collaborates with educators to integrate computational thinking into middle school curricula. His work emphasizes equity, teacher professional development, and community engagement. He holds degrees from MIT in Media Arts, Mechanical Engineering, and Computer Science/Electrical Engineering. Education: Ph.D. in Media Arts and Sciences, MIT M.S. in Mechanical Engineering, MIT B.S. in Computer Science and Electrical Engineering, MIT Research Interests: Innovating educational technologies for AI/ML literacy, designing culturally responsive curricula, and fostering teacher networks. Current projects include AI ethics-infused tools like 'AI Chef Trainer' and 'TrainYourSnakeAI', as well as community-focused app development initiatives. Recent Scholarship Trends: Focus on K-12 AI education, teacher training, and the societal implications of AI. Recent work explores how young learners conceptualize predictive text systems and machine learning algorithms through interactive exhibits and tools. Lab/Team: The Engaging Computing Group develops technologies like the iSENSE data platform and MYR VR programming environment, with projects funded through collaborations with school districts and NSF grants.

Ben Rydal ShapiroView profile

Assistant Professor

• Learning Sciences
• Computer Science Education
• Data Science Education
• +2 more

Ben Shapiro is an Assistant Professor in the Department of Learning Sciences at Georgia State University's College of Education & Human Development. With a doctoral degree from Vanderbilt University's Space, Learning & Mobility Lab and postdoctoral experience at Georgia Tech's School of Interactive Computing, Shapiro's work intersects learning sciences, information visualization, and computer science education. Ph.D. in Learning Sciences, Vanderbilt University (2018) M.Ed. in International Education Policy, Vanderbilt University (2013) B.A. in Architectural Studies, Middlebury College (2009) His research focuses on integrating physical environments with learning technologies to enhance computer science and data literacy education. Key projects include developing tools for classroom interaction analysis, teaching data ethics through spatial visualization, and creating participatory learning environments for teacher reflection. Recent publications explore topics in human-computer interaction , ethical AI education , and spatial-temporal analysis of learning environments. He has contributed to conferences like CHI, ICLS, and journals such as Cognition & Instruction. Shapiro previously worked at Vanderbilt University's Peabody College and Georgia Tech, where he developed methodologies for analyzing interaction patterns in educational spaces. His work has been featured in ACM and Springer publications, emphasizing visual analytics and reflective teaching practices.

Nektaria TryfonaView profile

Academic

• AI and Cybersecurity
• Spatiotemporal Databases
• Data Management Systems
• +4 more

Nektaria Tryfona is a Collegiate Associate Professor at Virginia Tech's Bradley Department of Electrical and Computer Engineering, located at the Virginia Tech Research Center in Arlington. She holds a Ph.D., M.Sc., and B.Sc. in Computer Science from the University of Patras, Greece. Her research focuses on experiential learning at the intersection of AI and cybersecurity, resilient ML algorithms, spatiotemporal databases, and data management in data-intensive environments. She also develops industry-collaborative graduate capstone projects and teaches courses blending engineering with business principles. Her work emphasizes resilient ML for privacy/security , data quality in spatiotemporal systems , and geographic database design . Notable contributions include models for dynamic travel time prediction, ontology-based location services, and query optimization for user groups. Teaching interests extend to m-learning frameworks for K-12 education and professional development programs. While no awards are listed, her extensive publication record (spanning 1991–2017) showcases expertise in database modeling, geographic applications, and spatiotemporal systems. Advising/grants sections remain unspecified, and no lab/team affiliations are detailed.

Jennifer FreemanView profile

Assistant Professor

• Educational Policy
• Secondary to Postsecondary Transitions
• Career and Technical Education
• +3 more

Dr. Jennifer Freeman is an Assistant Professor in the Department of Educational Psychology, Leadership, & Counseling at Texas Tech University's College of Education. Her research focuses on educational transitions, particularly for marginalized student groups, including English learners and those with disabilities. She holds a Ph.D. in Education Policy from the University of Pennsylvania and an NSF Graduate Research Fellowship. Educational Background: Ph.D. Education Policy, University of Pennsylvania (2024) A.M. Statistics and Data Science, University of Pennsylvania (2023) M.A. Education, University of California–Santa Barbara (2020) B.S. Zoology, University of California–Santa Barbara (2018) Research Interests: Dr. Freeman’s work examines pathways between high school, college, and the workforce, with a focus on inclusive policies for students with disabilities and English learners. Her recent projects analyze disparities in course enrollment, absenteeism, and parental involvement linked to educational transitions. Awards: National Science Foundation Graduate Research Fellow Advising & Grants: While specific grants are not listed, her research has consistently addressed systemic inequities in education through quantitative methods. She collaborates with institutions to promote equitable postsecondary access.

Al PisanoView profile

Lecturer

• Cybersecurity
• Educational Technology
• Leadership Development
• +3 more

Dr. Al Pisano is a Lecturer at the University of Colorado, specifically in the Department of Computer Science. He brings extensive experience across education and corporate sectors, serving as a presenter, author, entrepreneur, and administrator in both K-12 and higher education. His teaching focuses on providing hands-on learning, such as co-teaching the Intro to Cybersecurity course in the Post-Bacc program. Dr. Pisano’s professional roles include curriculum development, educational consulting, and leadership consulting. He is actively involved in multiple ventures: IntegratEdtech Leadership Redefined InformCyber He is also a podcaster and maintains an active presence in social media. Two upcoming books, The Education Fix and The Collective Mindset , are slated for publication. Outside academia, he enjoys outdoor activities with his family, including hiking and biking, and runs a woodshop in his garage for creative projects.

Andrew RothmanView profile

Adjunct Professor

• Computer Science Education
• Teacher Professional Development
• Educational Equity
• +3 more

Andrew Rothman is an Adjunct Professor (Part-Time) at the University of San Francisco, dedicated to educational equity and computer science access. His work focuses on empowering San Francisco students and educators through skill development and community-focused initiatives. Education: MA in International Affairs, Columbia University BA in Political Science, San Francisco State University Research & Experience: Rothman specializes in computer science education and teacher professional development. He previously served as a CS Education Consultant at Stanford University and a Computer Science Content Specialist at SFUSD. His publications emphasize program evaluation methodologies and differentiated PD models for educators. Publications: Recent works include studies on project-based program evaluation (2020) and algorithms education for teachers (2019).

• Computer Science Education
• Broadening Participation in Computing
• Equity and Inclusion in CS Education
• +7 more

Colleen M. Lewis is a Professor at the University of Illinois Urbana-Champaign specializing in computer science education research with a strong focus on equity, inclusion, and pedagogical innovation. Her work spans K-12 through higher education computing contexts, examining systemic barriers and developing evidence-based interventions to broaden participation in computing. Her research interests include: Equity and inclusion in computer science education Microaggressions and bias in computing environments Physical and tangible models for teaching abstract programming concepts Goal-congruity theory applications in computing education Organizational change strategies for diversity initiatives Dr. Lewis's recent work demonstrates a sophisticated multi-institutional approach to studying critical issues in computing education. Her publications reveal a consistent focus on intersectional analyses of student experiences, with particular attention to how gender, race, and other identity factors interact with learning environments. She has developed innovative teaching approaches including physical Java models and syntax exercises for Python, while simultaneously addressing systemic issues like the 'diversity-hire narrative' that can undermine inclusion efforts. Her scientific contributions include: Pioneering research on goal-congruity interventions in computing education In-depth analysis of microaggressions in CS classrooms Development of the Teaching Practices Game for TA training Multi-institutional studies of computing self-efficacy across identity groups Dr. Lewis actively shapes the field through leadership roles in SIGCSE, ICER, and RESPECT conferences, often organizing panels and workshops on broadening participation in computing. Her collaborative work across numerous institutions demonstrates her commitment to generating generalizable knowledge that can transform computing education nationwide.

• Computer Science Education
• Educational Technology
• Computing Pedagogy
• +3 more

Briana B. Morrison is a prominent academic affiliated with the University of Virginia, specializing in computer science education and pedagogical innovation. She actively contributes to academic conferences such as SIGCSE and ICER, serving roles like organizing the ICER 2024 Call for Participation. Her research focuses on subgoal labeling in programming instruction, broadening participation in computing, and teacher training programs. She collaborates extensively with institutions and researchers globally to advance CS education practices and policy. Her work emphasizes evidence-based teaching methods, including studies on subgoal labeling efficacy and the integration of large language models in educational tools. Morrison also advocates for K-12 CS curriculum development and has led initiatives to enhance diversity and inclusion in computing fields. Her recent publications highlight her commitment to ethical curriculum design and the transition of educational resources like EngageCSEdu. Morrison’s contributions extend to advising and collaborative research, evidenced by her numerous co-authored papers on topics ranging from cognitive load theory to outreach strategies. While specific student advisees are not listed, her collaborative projects suggest a strong mentorship role in academic communities.

• Computer Science Education
• K-12 CS Education
• Programming Environments
• +4 more

Steve Cooper is a Senior Lecturer in the Department of Computer Science at Stanford University's School of Engineering. With a career spanning over four decades, he has established himself as a leading figure in computer science education research and practice, particularly in K-12 education and innovative teaching methodologies. Dr. Cooper's research centers on making computer science education more accessible and engaging for learners of all ages. His work emphasizes visual programming environments, curriculum development, and assessment strategies that support effective learning. He has been instrumental in advancing the field of computing education research through numerous publications and collaborations with prominent researchers in the field. His publication record demonstrates a consistent focus on educational tools, particularly the Alice programming environment which revolutionized introductory programming education through its visual, drag-and-drop interface. Analysis of his recent work shows increasing attention to language-independent assessment methods, community building among CS educators, and the evolving landscape of computing education research. Dr. Cooper has played pivotal roles in major educational initiatives including the development of the CSTA K-12 computer science standards and Stanford's MOOC programs. His collaborative approach is evident in his extensive co-authorship network spanning multiple institutions and research areas within computing education.