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Qianwen Wang is a tenure-track Assistant Professor in the Computer Science department at the University of Minnesota, Twin Cities. Her research combines interactive visualization with interpretable machine learning to foster intuitive, efficient, and reliable Human-AI collaboration. She actively seeks motivated students, research assistants, and interns to join her dynamic research team at UMN CS. Dr. Wang's research focuses on three primary themes: Human-AI Collaboration, where she designs tools to facilitate Human-AI interaction; Automatic & Intelligent Visualization, where she develops techniques to make visualizations accurately interpreted and easily used; and VIS+(X)AI in Biomed/Healthcare, where she studies how visualization and explainable AI can promote scientific discoveries in biomedicine and healthcare. Her work has made significant contributions to visualization, human-computer interaction, and bioinformatics, with particular applications in biomedical knowledge graphs and single-cell omics analysis. Her recent publications demonstrate a strong trend toward integrating visualization with large language models and graph neural networks for biomedical applications. She has published extensively at top venues including IEEE VIS, ACM CHI, and Nature Medicine, with a focus on making AI systems more interpretable and useful for domain experts, particularly in healthcare contexts. Her work often bridges theoretical advances in visualization with practical applications in genomics and healthcare. Two IEEE VIS Honorable Mention Awards (2022, 2024) Best Paper Award from IMLH@ICML 2021 Two Best Abstract Awards from BioVis ISMB (2021, 2022) HDSI Postdoctoral Research Fund Award Research covered by MIT News and Nature Technology Features Dr. Wang actively contributes to the academic community through service roles including General Chair for ISMB BioVis, VisNotes and Poster Chair for IEEE PacificVis, and Program Committee member for IEEE VIS, ACM CHI, and ACM IUI. Her research has been supported by various grants that enable her team to develop innovative visualization techniques and explore their practical applications in biomedical domains. Her research group maintains an active presence in the visualization and HCI communities, with members participating in major conferences and workshops. The lab focuses on creating tools that bridge the gap between complex AI models and human understanding, with particular emphasis on making these technologies accessible and useful for domain experts in biomedical research.

• Interactive Visualization
• Interpretable Machine Learning
• Human-AI Collaboration
• +5 more

Timothy Cheek is a Professor at the University of British Columbia with dual appointments in the School of Public Policy and Global Affairs and the Department of History. He holds the prestigious Louis Cha Chair in Chinese Research and serves as Co-Director of the Centre for Chinese Research at the Institute of Asian Research (IAR). Having joined UBC in 2002, Professor Cheek is a leading scholar of modern Chinese history with expertise in Chinese intellectual history and the Chinese Communist Party. Professor Cheek's educational background includes: Ph.D. in History and East Asian Languages from Harvard University (1986) M.A. in History from The University of Virginia (1980) B.A. in Asian Studies (Honours) from Australian National University (1978) His research focuses on three interconnected areas of modern Chinese history: the history of the Chinese Communist Party within China's twentieth-century revolutionary context; contemporary Chinese thought and society, particularly the role of intellectuals in public life; and Mao Zedong studies. Professor Cheek leads the "Revisiting the Revolution" collaborative translation project, bringing Chinese scholarship on revolutionary history to English-speaking audiences. He is also working on a major project mapping Chinese statecraft from the Ming Dynasty to the present. Professor Cheek's scholarly output reveals consistent engagement with Chinese intellectual history and political development. His recent work shows increasing focus on contemporary China under Xi Jinping, examining ideological governance and the reassertion of party control. He maintains strong interest in the historical roots of current political developments, particularly through the lens of Mao-era political practices and their legacy. Among his notable recognitions: Fellow of the Royal Society of Canada (RSC) in the Academy of Arts and Humanities (2023) Professor Cheek actively supervises graduate students, co-mentoring MA and PhD candidates in modern Chinese history with Dr. Jeremy Brown of Simon Fraser University. His research has been supported by multiple SSHRC grants, including a major 2014-2019 project on "Reading and Writing the Chinese Dream" examining public intellectuals in contemporary China. As Co-Director of the Centre for Chinese Research at UBC's Institute of Asian Research, Professor Cheek leads one of Canada's premier institutions for China studies, facilitating research collaborations between Canadian and Chinese scholars and supporting the "Revisiting the Revolution" translation project that brings Chinese historical scholarship to international audiences.

• 20th century Chinese history
• Chinese Communist Party history
• Chinese intellectuals
• +3 more

Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.

• Early bilingual development
• Family literacy
• Early literacy instruction
• +2 more

Dongwook Yoon is an Associate Professor at the Department of Computer Science , University of British Columbia , and serves as Director of the SOCIUS Lab . He actively contributes to research in Human-Computer Interaction, Human-AI Interaction, and Virtual/Augmented Reality as a member of the Designing for People (DFP) and CAIDA research clusters. Education : PhD in Computer Science from Cornell University (2017), MS (2009) and BS (2007) in Computer Science from Seoul National University Research Focus : Designing socio-technical systems that bridge the gap between technology and human social processes, with innovations in AR/VR, multimodal interaction, and inclusive design Article Trends show his work spans: Temporal and bichronous learning environments AI self-clones and ethical implications Income inequality in virtual platforms Enhanced multimodal collaboration in VR Eyes-reduced interfaces for situational impairments Speculative participatory design for gig economy challenges Scientific Awards include: Google Academic Research Award (2024) Best Paper Award at CHI 2024 High Impact Award in Educational Technology (2024) CHCCS/SCDHM Graphics Interface Early Career Award (2023) Multiple Honorable Mentions at CHI, DIS, and CSCW Students & Collaborators range from active PhD candidates (Anika Sayara, Yuri Kim) to notable alumni (Thitaree Tanprasert, Ashish Chopra) across his SOCIUS Lab projects. His research receives funding from NSERC , KIST , Adobe , Microsoft , and Google grants.

• Human-Computer Interaction
• Human-AI Interaction
• Virtual and Augmented Reality
• +3 more

Dr. Eunice Eunhee Jang is a Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her research focuses on synergistic learner modeling, dynamic assessment systems, and the intersection of language testing with educational measurement. PhD with specializations in language testing, educational measurement, and program evaluation Develops interactive digital assessment interfaces for struggling readers Author of "Focus on Assessment" (2014) and co-author of OECD Reviews on Evaluation and Assessment in Education Research Interests Dr. Jang's work explores prismatic assessment analytics to understand learner potential and predict learning pathways. She integrates natural language processing and machine learning to create diagnostic feedback systems that support cognitive, metacognitive, and affective growth in technology-rich classrooms. Scientific Awards Jacqueline Ross TOEFL Dissertation Award Caroline Clapham IELTS Master’s Award Tatsuoka Measurement Award Professional Contributions She has served on major advisory boards including EQAO provincial assessments and TOEFL Committees of Examiners. Currently, she is an elected board member for the International Language Testing Association and contributes to the Broader Measures of Success Advisory Committee for People for Education.

• Language Assessment
• Educational Measurement
• Program Evaluation
• +8 more

Pamela Beach is the Associate Dean, Research and Associate Professor of Language and Literacy at Queen’s University’s Faculty of Education. She holds an MA and PhD in Child Study/Developmental Psychology from the University of Toronto. With nearly a decade of elementary teaching experience, her research focuses on leveraging online and multimedia resources to enhance teacher education and professional development. Key projects include SSHRC-funded studies on teachers’ self-directed online learning, analysis of web analytics for literacy PD platforms, and cross-cultural studies of literacy practices in Montessori and Reggio Emilia schools. Her expertise spans early literacy development, critical literacy integration, and the use of technologies like eye-tracking and virtual classrooms in teacher training. She leads the Literacy Education Research Team, collaborating on projects such as integrating music into literacy education and evaluating virtual classroom tools for teacher candidates. Beach is also the author of Promoting Language and Early Literacy Development (2024), a practical guide for educators and caregivers. Current roles include supervising graduate students in the Language and Literacy program and overseeing research initiatives as Associate Dean. Her work bridges research, practice, and policy to improve literacy instruction and teacher learning in diverse educational contexts.

• Teacher Education
• Professional Development of Educators
• Online Learning Environments
• +4 more

Irina Rish is a Full Professor at the Université de Montréal and a core academic member of Mila – Quebec Artificial Intelligence Institute, where she leads the Autonomous AI Lab. She holds a Canada Excellence Research Chair (CERC) and a CIFAR AI Chair, reflecting her leadership in foundational AI research. Her work is supported by major initiatives, including the U.S. Department of Energy’s INCITE project on Summit and Frontier supercomputers. PhD in AI, University of California, Irvine MSc in AI, University of California, Irvine MSc in Applied Mathematics, Moscow Gubkin Institute Her research focuses on machine learning, neural scaling laws, emergent behaviors in foundation models, continual learning, robustness, and neuroscience-inspired AI . She explores how AI systems can become more general, flexible, and aligned with human cognition. Her recent work investigates training dynamics in large language models, efficient pruning techniques, and the development of time-series foundation models. The analysis of her recent publications reveals a strong focus on scaling behaviors, continual adaptation, and robustness in AI systems . Her work spans theoretical understanding of training dynamics (e.g., zero-sum learning), practical optimization methods, and applications in climate modeling and mental health. She emphasizes open science, leading open-source projects and co-founding Nolano.ai to build efficient, compressed foundation models. Canada Excellence Research Chair (CERC) CIFAR AI Chair IBM Eminence & Excellence Award (2018) IBM Outstanding Innovation Award (2018) IBM Outstanding Technical Achievement Award (2017) IBM Research Accomplishment Award (2009) Irina Rish advises a large group of PhD and Master’s students across Université de Montréal, McGill, and Concordia. She leads major research grants and collaborates internationally on HPC-based AI research. She is also the co-founder and CSO of Nolano.ai, driving innovation in efficient AI systems. She leads the Autonomous AI Lab, which focuses on building large-scale foundation models, understanding neural scaling laws, and developing bio-inspired learning systems. She actively organizes reading groups on scaling, continual learning, and out-of-distribution generalization, fostering a collaborative research environment.

• Machine Learning
• Neural Scaling Laws
• Emergent Behaviors in AI
• +13 more

Laura Collins is an Associate Professor in the Department of Education at Concordia University, specializing in applied linguistics. Her research focuses on input processing in second language acquisition, pedagogical grammar, and cross-linguistic influence among bilingual speakers. She has extensive international teaching experience across diverse age groups and serves as the 2nd VP of the American Association for Applied Linguistics and Chair of the IRIS digital repository advisory board. PhD in Humanities, Concordia University MEd in Second Language Teaching, University of Ottawa BEd in Second Language Teaching, University of Toronto BA in History, York University Collins' current projects examine the use of speech technologies to extend second language classrooms and document longitudinal grammatical development in school programs. Funded by SSHRC Insight Grants, her work bridges cognitive approaches with practical pedagogical applications. Recent publications highlight trends in classroom input optimization, frequency-based phonological learning, and intensive language program efficacy, with subfields spanning morpheme perception, vocabulary distribution, and task-based interaction dynamics. Her academic leadership includes editorial roles in The Modern Language Journal and contributions to major handbooks. She teaches courses ranging from classroom-based SLA research to pedagogical grammar, emphasizing practical applications of theoretical insights.

• Applied Linguistics
• Bilingualism
• Language Acquisition
• +3 more

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

• Literacy Education
• Multimodal Pedagogies
• Elementary Language Arts
• +3 more

Associate Professor Daniel Fried holds the Chair position in the Department of East Asian Studies at the University of Alberta's Faculty of Arts. His research focuses on comparative approaches to classical Chinese literature, intellectual history, and Daoist semiotics, with particular attention to Northern Song Dynasty print culture and European literary theory intersections. Current projects include a literary non-fiction work linking Daoist philosophy to social activism. Key academic roles include Co-Editor of the Routledge Studies in Comparative Chinese Literature and Culture series (2020–present), Founding Chair of the MLA Forum on pre-14th century Chinese Literature (2018), and President of the Association of Chinese and Comparative Literature (2017–2019). Teaching responsibilities include advanced readings in modern Chinese literature and graduate research methods courses. Research interests span ancient Chinese textuality, medieval print culture transformations, and cross-cultural philosophical dialogues. Recent publications (2020–2023) emphasize Song Dynasty print modernity and Daoist semiotic frameworks. Earlier works address pre-Qin philosophical discourse and 20th century comparative literature methodologies. No scientific awards explicitly listed. Advising focuses exclusively on graduate students researching Chinese literature/philosophy from Warring States to Southern Song periods. Active in developing interdisciplinary research programs bridging Anglophone and Sinophone scholarship. Led development of East Asia Research Methods (EASIA 550), an online graduate course covering regional and disciplinary methodologies. Current research projects maintain focus on pre-modern Chinese cultural production and its global comparative dimensions.

• Chinese Philosophy
• Classical Chinese Literature
• Intellectual History
• +5 more

Dr. Nhlanhla Mpofu is an Associate Professor in TESOL and Literacy at Stellenbosch University's Faculty of Education, where she serves as Vice Dean for Teaching and Learning and Chair of the Department of Curriculum Studies. She also holds a Visiting Professor position at the University of Antwerp in Belgium. She obtained her PhD in Humanities Education from the University of Pretoria in 2016. Her research focuses on second-language learning in English-medium classrooms , developing culturally sustaining pedagogies that leverage learners' mother tongues, and re-orienting language education research in multilingual systems. She leads the NRF-funded project "Exploring the preparation and experiences of teachers using English across the curriculum: An interdisciplinary approach" and specializes in asset-based approaches that challenge deficit models in language education. Her publications demonstrate consistent focus on language policy implementation , teacher development , and multilingual pedagogies within African educational contexts, with recent work examining translanguaging strategies and disciplinary literacies. Awards & Honors: Fulbright Alumna Golden Key Honor Society Rated Researcher (South African National Research Foundation) Member of South African Young Academy of Science (SAYAS) Margaret McNamara Education Grantee COIL Fellow Grants: 2019: NRF-funded project on teacher preparation for English as Language of Learning and Teaching (Principal Investigator) She maintains professional memberships with the Southern African Linguistics and Applied Linguistics Society (SALALS) and South African Association for Language Teaching (SAALT), and serves on the South African Council on Higher Education Accreditation Committee.

• Second Language Teaching
• Literacy Education
• Multilingual Education
• +4 more

Candace Kaleimamoowahinekapu Galla is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education, with a cross-appointment in the Institute for Critical Indigenous Studies within the Faculty of Arts. Her work centers on Indigenous language revitalization, decolonizing methodologies, and the integration of digital technology in language education and cultural practices, grounded in her Kanaka Hawaiʻi identity and commitment to community-centered approaches. Her educational background includes a B.A. in Linguistics, M.A. in Native American Linguistics, and Ph.D. in Language, Reading and Culture from the University of Arizona, preceded by secondary education at Kamehameha Schools Kapālama. She previously served as Program Coordinator for the American Indian Language Development Institute and as a Visiting Assistant Professor at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, University of Hawaiʻi Hilo. Galla's research focuses on Indigenous Language Revitalization and Reclamation, Indigenous Literacy and Education, Decolonizing Pedagogies, and the role of digital technology in language preservation, emphasizing community-driven frameworks and traditional cultural practices like hula. Her scholarship bridges academic rigor with community engagement to support Indigenous well-being through language reclamation. Her recent publications (2023-2025) demonstrate a cohesive trajectory exploring community-centered language revitalization, relational accountability to Indigenous languages, and innovative pedagogical materials. She examines the intersection of language, technology, and cultural practices while advocating for systemic decolonization within academic institutions to create space for Indigenous knowledge systems. Galla has secured funding for significant projects including 'Building Indigenous Language Teacher Proficiency and Fluency for Hawaiian and CHamoru Language Medium Education' and 'Digital Technology Use for First Nations Language Education and Revitalization in British Columbia.' She actively organizes community events such as the 'Living Our Indigenous Languages' workshops at UBC's First Nations Longhouse, fostering collaboration between language advocates, educators, and community members. She maintains strong connections with the First Nations and Endangered Languages Program at UBC and continues collaborative work with the American Indian Language Development Institute, demonstrating sustained commitment to Indigenous language communities across North America and the Pacific.

• Indigenous Language Revitalization and Reclamation
• Indigenous Literacy and Education
• Decolonizing Methodologies
• +5 more

Lisa Nathan is an Associate Professor and current PhD Program Chair at the University of British Columbia's School of Information, situated on unceded Musqueam territory. Her academic home resides within the Department of Library, Archival and Information Studies under the Faculty of Arts, where she directs doctoral studies and teaches specialized courses in information ethics and climate justice. Her research examines the critical intersection of information policy, sustainability, and Indigenous knowledge systems, exploring how information ecosystems shape societal values through frameworks like climate justice and multi-lifespan design. Nathan's work consistently centers on disrupting colonial information practices while developing ethical alternatives through community-engaged scholarship, particularly evident in her collaborations with Indigenous communities on language preservation and cultural protocols. Analysis of her recent publications reveals a strong trajectory toward decolonial computing and environmental justice, with increasing emphasis on Indigenous-led information initiatives and the inclusion of 'other-than-human' participants in design processes. Her scholarly output spans high-impact journals including Journal of Documentation and First Monday, alongside influential books like Digital Technology and Sustainability: Engaging the Paradox. Outstanding Information Science Teacher Award (2017) Honorable Mention Paper Award at ACM CSCW (2016) Leadership in ACM SIGCHI Sustainability initiatives British Columbia Library Association Climate Action Committee Nathan actively supervises doctoral research through UBC's Indigenous Information Studies pathway, currently mentoring Rodrigo dos Santos while having guided recent graduates including Shaffer, Shankar, and Kaczmarek to completion. Her service includes chairing the First Nations Curriculum Concentration (2010-2018) and developing innovative courses like LIBR 564: Information Practice and Protocol in Support of Indigenous Initiatives. As Director of the Centre for Climate Justice research cluster, she fosters interdisciplinary collaborations addressing information policy's role in environmental crises.

• Climate Justice Informatics
• Indigenous Information Studies
• Information Ethics & Policy
• +2 more

Gigi Luk is Professor and Program Director for M.Ed. Concentrations in Educational Psychology and Human Development within the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. Her research program investigates the cognitive consequences of bilingualism across the lifespan, bridging scientific understanding with practical educational applications to cultivate inclusive environments for linguistically diverse learners. Her educational background includes: Ph.D. in Psychology (Developmental and Cognitive Processes) from York University M.A. in Psychology (Developmental and Cognitive Processes) from York University Specialized Honors B.A. in Psychology from York University Dr. Luk's research centers on bilingualism's cognitive and neural mechanisms, with three interconnected thrusts: (1) characterizing bilingualism beyond English proficiency in communities, (2) examining cognitive skills supporting language/literacy outcomes, and (3) establishing neural correlates of learning in diverse language learners. Her work integrates cognitive neuroscience with educational practice to address real-world challenges in multilingual classrooms, emphasizing culturally responsive pedagogy that respects linguistic diversity. This dual focus on basic science and practical implementation defines her contributions to understanding how bilingual experiences shape cognitive development and educational equity. Analysis of her 15 most recent publications (2022-2024) reveals consistent interdisciplinary investigation of bilingualism through cognitive, neural, and sociocultural lenses. Her work spans educational psychology, cognitive neuroscience, and sociolinguistics, with growing emphasis on neural correlates of language processing, methodological rigor in bilingual assessment, and equity implications of bilingual research. Key trends include examination of multilingual children's cognitive development, critical reframing of the "bilingual advantage" discourse, and innovative approaches like music-based literacy interventions. Scientific recognition includes: National Academy of Education/Spencer Postdoctoral Fellowship (2013-2014) Dr. Luk actively supervises graduate students (accepting new students for 2025-2026) and secures competitive research funding, currently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC) and Fonds de recherche Société et culture (FRQSC). Her grant portfolio demonstrates sustained commitment to advancing understanding of bilingual cognition and its educational applications through rigorous empirical work. She directs the Bilingualism.Experience.Education Lab, which functions as an interdisciplinary hub for investigating how language experiences shape cognitive development and educational outcomes. The lab employs diverse methodologies including neuroimaging, behavioral experiments, and classroom-based research to address questions about bilingualism's cognitive effects and practical implications for educators.

• Bilingualism
• Literacy Acquisition
• Lifespan Development
• +4 more

Boris Chrubasik serves as Associate Professor of Greek History and Classics and Chair of the Department of Historical Studies at the University of Toronto. His academic leadership extends to his role as co-editor of Phoenix , the Journal of the Classical Association of Canada, demonstrating his significant contribution to the field of classical studies. Dr. Chrubasik's research expertise centers on the political, cultural, and social history of the Eastern Mediterranean from the Achaemenid to the late Hellenistic periods. His work particularly examines social power dynamics, including concepts of kingship in the Seleukid empire—the largest successor state following Alexander the Great's death—and the complex relationships between local power-holders and larger imperial structures. He has pioneered research on cross-cultural exchange between Greek and non-Greek communities in southern Asia Minor and the Levant. Currently, he leads an international collaborative team working to conserve, edit, and publish a private archive of seal impressions from Hellenistic Maresha in Israel, representing cutting-edge interdisciplinary work in ancient history. His publication record reveals consistent scholarly output focused on Hellenistic political structures, with particular emphasis on the Seleukid Empire. The trend in his work shows increasing sophistication in analyzing power structures across imperial contexts, with recent publications examining the intersection of religious institutions, political authority, and cultural identity. His research demonstrates exceptional command of both textual and material evidence, bridging traditional historical analysis with archaeological approaches. At the University of Toronto, Dr. Chrubasik teaches undergraduate courses in Greek history spanning from the second millennium to the second century CE, including specialized offerings on Early Greece, Classical Greece, the Persian Empire, and the Hellenistic Period. He also engages with graduate students through the tri-campus graduate Department of Classics, offering advanced seminars on Greek epigraphy, Hellenistic Jewish history, and historical approaches to cities and imperialism. His commitment to student development is evident through his supervision of Independent Reading Courses and participation in the Research Opportunity Program, providing valuable research experience to undergraduate students.

• Ancient History
• Greek History
• Hellenistic Period
• +5 more