Robert 'Corky' Cartwright is a Professor of Computer Science at Rice University, specializing in programming languages and software engineering. His research focuses on parallel programming extensions for Java/Scala/Swift, smart programming environments for error-free code, pedagogic tools like DrJava, and intent-driven programming in the FAST language. He has contributed to cyber-physical systems modeling through frameworks like Acumen and DrHJ. Education: PhD (Computer Science, Stanford University, 1976), BA (Applied Mathematics, Harvard College, 1971). Awards include ACM Fellow (1998). Teaching emphasizes principles of programming languages and program design. His work bridges theoretical foundations (domain theory, formal semantics) with practical tools for education and industry.
Dan S. Wallach is a Professor of Computer Science and Electrical and Computer Engineering at Rice University, and a Program Manager at DARPA's Information Innovation Office since June 2023. He holds a PhD (1999) and MA (1995) from Princeton University, and a BS (1993) from UC Berkeley. His research focuses on cybersecurity, electronic voting systems, and mobile security. He directed the NSF-funded ACCURATE Center (2005-2011), led the STAR-Vote project, and advised U.S. election security policies including testifying before state and federal committees. He also served on the Air Force Science Advisory Board (2011-2015), USENIX Board (2011-2013), and IEEE Technical Guidelines Committee (2019-2023). Recent work includes developing ElectionGuard cryptographic tools for verifiable elections and analyzing cyber warfare in Ukraine. His 15+ years of teaching include courses like Introduction to Program Design and Election Systems Technologies. Publications span secure voting protocols, smartphone security, and election auditing. Collaborations include Microsoft and VotingWorks on cryptographic voting systems like ElectionGuard and Arlo-CVR-Encryption.
Scott Despain is an Associate Professor and Associate Department Head in the Department of Foreign Languages and Literatures at NC State University. He holds a PhD in Hispanic Language and Literature from Indiana University-Bloomington (1997). His expertise spans Second Language Acquisition, Technology-Enhanced Instruction, Sociocultural Theory, and Distance Education. Professor Despain has led initiatives in large enrollment language courses, graduate teaching programs, and technology integration in education. Research interests focus on language pedagogy, with notable work on Costa Rican pronoun systems and online language course design. He has received teaching awards (Thank a Teacher, 2010/2013/2014) and served in administrative roles including Director of Graduate Programs (2007-2019) and Standards Coordinator (2013-2019). Over 30 graduate students have been advised under his mentorship. Publications include articles in Foreign Language Annals , Hispania , and ADFL Bulletin , alongside contributions to language courseware development. His service includes leadership in curriculum committees, grievance panels, and professional organizations like CALICO and ACTFL.
Deanna House is an Assistant Professor in the Information Systems and Quantitative Analysis department at the University of Nebraska at Omaha's College of Information Science and Technology. She co-directs the Nebraska Deterrence Lab and serves as a research fellow for NSRI, along with mentoring the USSTRATCOM Fellows program. Her academic journey includes a PhD in Information Systems from the University of Texas at Arlington and prior roles in Human Resources as a Business Systems Analyst. Bachelor of Science, Bellevue University, Management of Human Resources (2002) Master of Science, University of Nebraska at Omaha, MIS (2006) PhD, University of Texas at Arlington, Information Systems and Operations Management (2013) Dr. House specializes in behavioral cybersecurity, privacy, and quantitative risk management, with a focus on deterrence in critical infrastructure. Her research bridges individual user behavior with organizational and governmental security strategies. Recent publications highlight trends in cybersecurity education, phishing behavior, AI ethics, and infrastructure protection. She has contributed to journals like Computers & Security and Journal of Cybersecurity , with 2025 work on DoD cyber deterrence. NSRI Research Fellow Her teaching covers Risk Management, Cybersecurity, and Systems Analysis, utilizing tools like Visual Paradigm Online for technical diagrams. She actively presents at conferences such as ICIS and DSI, advocating for ethics and workforce development in technology.
Dr. Jessica V. Rich is an Adjunct Assistant Professor at Queen’s University’s Faculty of Education and a member of the Assessment and Evaluation Group (AEG). She holds a PhD in Measurement, Assessment, Policy, Leadership and Evaluation, complemented by extensive teaching qualifications in Biology, Chemistry, and Education. Her work focuses on competency-based education (CBE), programmatic assessment frameworks, and inclusive evaluation practices across postsecondary and professional education contexts. She actively contributes to the Scholarship of Teaching and Learning (SoTL) through research on feedback mechanisms and performance improvement strategies. Dr. Rich teaches courses such as PME 896 (Capstone), PME 894 (Educational Fieldwork), and GDE 828 (Program Evaluation), emphasizing practical application of assessment methodologies. She has pioneered educational development initiatives in simulated learning environments and workplace-based assessments. Her research examines the intersection between competency frameworks and real-world application, with particular attention to healthcare and engineering education reform. Current projects include evaluating transformative change models in medical education and exploring growth-oriented assessment strategies. She has collaborated with institutions to design competency frameworks for healthcare professions and contributed to knowledge translation tools for programmatic assessment implementation. Her publications span journals like Academic Medicine , Canadian Journal of Educational Administration , and Frontiers in Medicine , reflecting interdisciplinary engagement with assessment challenges in higher education. She maintains active Twitter and LinkedIn profiles to share insights on educational development and assessment innovation.
Jamie Rankin is a University Lecturer in the Department of German at Princeton University, where he specializes in second language acquisition, teacher training, and curriculum development. In 2015, he became the founding director of the Princeton Center for Language Study, promoting interdisciplinary collaboration and professional development across language programs. His research focuses on innovative approaches to language pedagogy, particularly in the areas of L2 reading, vocabulary acquisition, and classroom-based action research. He has developed digital tools for remote language instruction and co-authored key German language learning resources, including Handbuch zur deutschen Grammatik (6th edition) and the online textbook der|die|das , which integrates SLA principles into beginner-level instruction. Rankin's scholarly contributions have appeared in prominent journals such as Die Unterrichtspraxis and the Modern Language Journal . His publications reflect a consistent focus on practical, research-informed teaching strategies, interactive task design, and assessment methodologies in language classrooms. Scientific Awards: President’s Award for Excellence in Teaching, Princeton University (1996) He has actively contributed to professional development through workshops for the American Association of Teachers of German, covering topics such as interactive tasks and vocabulary acquisition. His leadership in digital pedagogy includes creating an interactive website to support language instructors during the pandemic. He has no listed grants, but his curriculum and digital resource development represent significant scholarly and instructional contributions. Jamie Rankin leads initiatives in language education innovation and supports a network of language instructors through the Princeton Center for Language Study, fostering research-based teaching practices across linguistic disciplines.
Darrell Earnest is an Associate Professor in the College of Education at the University of Massachusetts Amherst, specializing in the Department of Teacher Education & Curriculum Studies (TECS). He focuses on STEM education, particularly how students conceptualize time and tools like analog clocks, hourglasses, and digital representations. His work emphasizes equity in mathematics education and the interplay between representations, tools, and learning. Education: B.A., Washington University, 1998 M.A., Tufts University, 2002 M.A., University of California, Berkeley, 2007 Ph.D., University of California, Berkeley, 2012 Research Interests: Time as a mathematical and interdisciplinary concept Curriculum design and teacher education Equity in STEM education Cognitive development in elementary mathematics Key Projects: Clock Work : Investigates children’s understanding of time through analog/digital clocks and non-standard tools like hourglasses. Time Literacy Project : Explores time management practices among undergraduate students, focusing on neurodivergent learners and academic success. Lesson Planimation : Examines how preservice teachers adapt curriculum materials into student-centered lessons, using animations to visualize instructional design. Advising & Grants: Supervises graduate students (e.g., Alicia Gonzales, Christine McGrail) and collaborates with institutions like Disability Services. His work has been funded through projects on time literacy and curriculum translation. Labs/Teams: Collaborates with Dr. Julie Amador (University of Idaho) on curriculum design and teacher education initiatives.
Elenita Irizarry Ramos is an Adjunct Professor at the University of Massachusetts Amherst’s Bilingual and Dual Language Education Graduate Certificate program and currently serves as the Senior Strategist for Multilingual Learning at the Massachusetts Department of Elementary and Secondary Education (DESE). She previously held roles as the WMass Bilingual Hub Coordinator, a Visiting Scholar at Indiana University, and an Assistant Professor at the University of Puerto Rico–Rio Piedras. Her academic and professional journey reflects a strong commitment to equitable bilingual education and multilingual program development. Elenita holds a Doctorate in Curriculum and Teaching from the University of Puerto Rico–Rio Piedras, a Master’s in English Education, and a Bachelor’s in Biology from the University of Puerto Rico–Mayagüez. Her research focuses on dual language education, biliteracy development in PK-12 settings, and culturally sustaining program evaluation. She has also contributed to ESL test design for the College Board in Puerto Rico and Latin America. Her publications and presentations highlight resilience in education post-disasters, such as Hurricane María’s impact on students and teachers, as well as strategies for fostering inclusive bilingual programs. She actively bridges academic research with public policy through her role at DESE, advocating for systemic improvements in multilingual education. Elenita’s work integrates STEAM education into bilingual curricula and emphasizes collaborative strategies for teacher professional development. Her TEDx talk, From the Me Generation to the We Generation , underscores her vision of fostering collective responsibility in education.
Do-Hong Kim is a Professor in the Department of Educational Evaluation and Research at Wayne State University. His expertise spans research design, program evaluation, psychometric methods, and quantitative analysis in education. He focuses on assessment for culturally and linguistically diverse students, educational measurement validity, and bilingual research. Education: Ph.D. in Educational Psychology and Research from the College of Education, University of South Carolina. Research Interests: Kim specializes in educational and psychological assessment, validity issues in measurement, and program evaluation. His work often addresses equity in assessment, psychometric properties of scales (e.g., self-efficacy in language learning, mathematical problem-solving), and evaluation systems for early childhood education. Grant Leadership: He has led multiple funded projects, including a subaward from the U.S. Department of Education (2022-2027) for gifted education equity in Detroit. Other grants focus on data analytics, pre-K literacy, and formative assessment implementation. Scientific Recognition: Kim has received the NCARE Distinguished Paper Award (2013) and the College of Education Award for Excellence in Research at UNC Charlotte (2008).
Dr. Benjamin Xie is an Assistant Professor joining the Department of Computer Science at the University of Denver's Ritchie School of Engineering and Computer Science in fall 2025. He is currently a Postdoctoral Fellow at Stanford University, jointly affiliated with the Human-Computer Interaction Group and the Graduate School of Education. His research focuses on designing equitable and critical human-data interactions in educational and environmental justice contexts. PhD in Information Science, University of Washington (2022) MEng in Computer Science, Massachusetts Institute of Technology (2016) BS in Computer Science, Massachusetts Institute of Technology (2015) Dr. Xie’s research lies at the intersection of computing education, human-computer interaction, and AI ethics. He investigates how to make computing education more inclusive, ethical, and critical. His work emphasizes participatory design, co-designing curricula with educators, and developing tools that scaffold AI literacy for high school students. He also explores how data can be used to promote equity in large-scale computing courses and environmental justice initiatives. His recent publications highlight a strong trajectory in AI and computing education, including benchmarking LLMs in CS assessments, co-designing AI curricula with teachers, and developing tools like Prompty to foster critical engagement with generative AI. His work consistently addresses ethical implications and equity considerations in technology education. Dr. Xie has been recognized with prestigious awards, including: National Science Foundation (NSF) Graduate Research Fellowship Embedded Ethics Fellow at Stanford’s Institute for Human-Centered AI and McCoy Center for Ethics in Society He actively mentors students and collaborates with K–12 educators and community organizations. While formal advisees are not listed, he welcomes student inquiries and is building his research group at the University of Denver. His future work will continue to bridge technical innovation with social impact, particularly in democratizing access to AI and data literacy. Dr. Xie leads projects on environmental data justice, AI literacy tools, and equitable computing education. He collaborates with teams at Stanford and will establish a research lab at the University of Denver focused on critical and equitable human-data interactions.
Dipu Patel is a Professor and Vice Chair for Innovation in the Department of Physician Assistant Studies at the School of Health and Rehabilitation Sciences, University of Pittsburgh. She holds a Doctor of Medical Science from the University of Lynchburg and a Master of Physician Assistant Studies from the University of Nebraska Medical Center. Her work bridges clinical expertise and digital innovation in healthcare education and delivery. Education: Doctor of Medical Science, University of Lynchburg Master of Physician Assistant Studies, University of Nebraska Medical Center Her research interests focus on digital health, healthcare innovation, and technology integration in clinical education. She emphasizes patient-centered, provider-driven solutions that combine technological advancement with human-centered care. Patel is passionate about workforce development and preparing future healthcare leaders for evolving digital landscapes. Her publications highlight emerging trends in telemedicine and artificial intelligence in healthcare, particularly exploring how tools like GPT can transform clinical workflows and education. These works reflect a strong commitment to innovation while preserving the human touch in medicine. Scientific Awards: Innovation in Education Award, Advisory Council on Instructional Excellence, Office of the Provost, University of Pittsburgh Patel has held significant leadership roles in professional organizations, including President-Elect of the Physician Assistant Education Association and Chair of the Massachusetts Board of Registration for Physician Assistants. She serves on the Governor’s Advisory Council for Foreign-Born Healthcare Professionals, contributing to policy and workforce inclusion. Though no formal advisees are listed, her educational leadership and curriculum development impact numerous students and practitioners. She previously led clinical pathways at a healthcare technology startup, ensuring global clinical content was both evidence-based and patient-centered. She is instrumental in developing the DMSc program at the University of Pittsburgh, a forward-looking initiative designed to cultivate advanced physician assistant leaders. Her work continues to expand the role of PAs in digital health innovation and interdisciplinary collaboration.
Hyojin Lee is an Assistant Professor in Korean Studies at the Department of Asian and North African Studies, Ca' Foscari University of Venice, Italy, where she has been a faculty member since 2019. Her academic work bridges Korean and Japanese studies with a focus on modern intellectual and cultural history. She previously held teaching and research positions at Heidelberg University (Germany), Kansai University (Japan), and Osaka College of Foreign Languages. Education: Ph.D. in East Asian Culture, Kansai University, Japan (2012–2015) M.S. in Cultural Interaction Studies in East Asia, Kansai University, Japan (2010–2012) B.S. in Korean Language & Literature (Second Major: Philosophy), Yeongnam University, Republic of Korea (2005–2009) Her research interests include modern Korean Confucianism, colonial-era Korean intellectual history, gender studies (especially the 'New Women' movement), Korea-Sweden historical relations, and Hanja education in Europe. She employs interdisciplinary methods combining archival research, textual analysis, and transnational perspectives. Her recent publications (2021–2023) reflect a strong trend in analyzing colonial knowledge production, particularly through Japanese imperial universities and their role in shaping modern Korean studies. She also explores cultural diplomacy, such as Japan's use of archaeology in Korea to promote itself in Sweden, and the transmission of Korean language and culture in European academic contexts. Scientific Awards and Certifications: Teaching Certificate of Korean Language and Literature, Republic of Korea Teaching Certificate of Philosophy, Republic of Korea Korean Language Teacher Certificate, Ministry of Culture and Tourism, Republic of Korea Hyojin Lee has been actively involved in research grants, including the Academy of Korean Studies Seed Program at both Ca' Foscari and Heidelberg Universities, and received the Japanese Government Scholarship during her Ph.D. She has advised on translation projects and contributed to international collaborations, such as the study of Sweden-Korea relations through museum collections. While no current advisees are listed, her role includes mentoring students in Korean studies and East Asian humanities. She is affiliated with research networks in Europe and Asia and has participated in international workshops and mobility programs, including Erasmus+ to Stockholm University. Her work contributes significantly to the globalization of Korean studies and the critical examination of colonial academic legacies.
Samuel Severance is an Assistant Professor in the Center for Science Teaching & Learning (CSTL) at Northern Arizona University (NAU), where he contributes to STEM education research and teacher development. His work is centered on improving science and computational thinking instruction through project-based learning and research-practice partnerships. His research interests include: Project-Based Learning (PBL) Computational Thinking (CT) in K-12 education Equity and inclusion in STEM Teacher learning and professional development Curriculum design aligned with NGSS Multilingual and culturally diverse learners His recent publications reflect a strong focus on integrating making, computing, and cultural relevance into science education. He emphasizes design principles for equitable access and has contributed to major educational frameworks and encyclopedias. His work is frequently published in leading venues such as Studies in Science Education and the International Conference of the Learning Sciences . Notable scientific contributions include: Advancing PBL and NGSS alignment Designing CT instruction for multilingual learners Strengthening research-practice partnerships in teacher education Centering cultural assets in STEM for immigrant communities While no formal list of awards is provided, his high-impact publications and collaborations suggest recognition in the learning sciences community. He is actively involved in mentoring and likely advises graduate students, though specific names are not listed. His research is supported through collaborative grants and partnerships focused on improving STEM teaching and learning in diverse contexts. Samuel Severance is affiliated with research networks focused on learning sciences and computational thinking, collaborating with leading scholars such as Joseph Krajcik and Emily Miller. His work is part of a broader effort to transform science education through innovation, equity, and practical application.
Dr. Kelly C. Johnston is an Associate Professor at the School of Education, Baylor University. She teaches undergraduate and graduate courses in the Department of Curriculum & Instruction, focusing on literacy pedagogy, critical literacies, and equity in education. Her research explores literacy engagement in underserved communities, integrating literacy with physical activity and sociomaterial frameworks. Literacy in schools and communities Critical literacies Sociomaterial approaches to literacy Affective literacy engagement Literacy across content areas Equitable education practices Dr. Johnston’s recent publications analyze inquiry-based learning, global literacies, and affective responses to literacy practices. She has received multiple awards for her scholarship, including the 2022 Innovation in Teaching and Learning Award. Innovation in Teaching and Learning Award (2022) John Laska Dissertation Award in Teaching (2020) Emerging Scholar Fellowship Award (2019) Timothy & Cynthia Shanahan Outstanding Dissertation Finalist (2019) Previously, she taught at Teachers College, Columbia University, and The City College of New York while serving as a research fellow at Teachers College. She holds a doctorate in Curriculum and Teaching from Teachers College, Columbia University (2018).
Dr. Farah Aboubakr is a Lecturer in Arabic at the Department of Islamic and Middle Eastern Studies within the School of Literatures, Languages and Cultures at the University of Edinburgh. She also holds an IASH Affiliate status (2023-25) and has been nominated as a Fellow (2025) for the Institute for Advanced Studies in the Humanities. Additionally, she serves as a member of the Academic Committee of Edinburgh University Press. Dr. Aboubakr joined the University of Edinburgh in 2013 as a Teaching Fellow in Arabic and has since been actively involved in teaching, curriculum development, and research. Her educational background includes: Ph.D. (2014): 'The Palestinian Folktale as a site of Framing Palestinian Collective Memory and National Identity' - The Department of Translation & Intercultural Studies - The University of Manchester M.A. (Distinction) 2004: Translation and Interpreting (Arabic-English-Arabic) - The University of Salford B.A.(Hons) 2002: English Language and Literature - Mohammed V University, Morocco Dr. Aboubakr's research spans interdisciplinary subject areas combining theoretical frameworks from Arabic language and literature, memory studies, translation studies, postcolonial studies, and popular culture. Her work focuses on Palestinian cultural production, particularly examining how folktales, literature, and performative arts serve as sites of memory, identity formation, and resistance. She has made significant contributions to understanding the role of women storytellers and the political dimensions of cultural memory in conflict zones. Her publications demonstrate consistent engagement with Palestinian cultural identity, memory politics, and oral traditions. The progression of her work shows increasing sophistication in connecting folk narratives with broader political and social contexts, particularly regarding the Nakba, diaspora experiences, and contemporary Palestinian artistic expressions. Her research has evolved from analyzing folktales to examining contemporary performative arts as vehicles for memory transmission. Her notable awards and recognitions include: IASH Affiliate and fellow status (2023-2025) Susan Manning Workshop Fund by IASH (2024) Multiple research fellowships including those from ZMO, PARC, and CBRL Regular nominations for the EUSA Teaching Award Her monograph was nominated for the Palestine Book Award (2019) Dr. Aboubakr has supervised numerous academic programs including the MSc Advanced Arabic, MSc in Arab World Studies, and MSc in International Relations of the Middle East with Arabic. She has served in multiple administrative roles such as Student Exchange Officer, Career Adviser, and Year Abroad Coordinator. Her current CBRL-funded project 'Palestinian Transgressive Voices: Cultural Memory and Performative Arts in the Diaspora and Palestine' represents her ongoing commitment to interdisciplinary research at the intersection of memory studies, performance, and Palestinian cultural production. She is affiliated with several research centers including the Institute for Advanced Studies in the Humanities (IASH), Palestinian American Research Center (PARC), Council for British Research in the Levant (CBRL), and Leibniz-Zentrum Moderner Orient (ZMO).
