Find Academic Supervisors

• Educational Leadership
• Comparative Research
• Innovation in Education
• +3 more

Dr. Dong Nguyen is an Associate Professor in Leadership Management and Change in Education at Durham University's School of Education. He serves as Director of the Master’s Programme in Educational Leadership and Change, which focuses on leadership, management, and research in education. Additionally, he is Editor-in-Chief of the International Journal of Educational Management (IJEM), a core journal in educational leadership. His career includes roles as a lecturer (Assistant Professor) and Programme Leader at the University of Glasgow, a Research Associate at Nanyang Technological University, and a teacher in Vietnam. Nguyen’s research emphasizes building leadership capacity in the Global South, comparative education studies, and innovation in education. He has led projects such as an impact evaluation of a Rwanda school leadership development program (2023–2026) funded by VVOB and a review of school leadership’s role in teacher retention funded by the Education Endowment Foundation (EEF). His work explores leadership practices across sectors like education, business, and healthcare, with a focus on equitable systems and professional learning. Nguyen has received a Discretionary Award from Durham University (2023) and has delivered numerous invited talks, including at the Chinese University of Hong Kong (2024), the Asian Conference on Business and Economic Studies (2024), and Stockholm institutions (2023). He has served as an external examiner for UK universities (e.g., Leeds, Newcastle) and evaluator for grants like UK Research & Innovation and Swiss National Science Foundation. His supervision focuses on topics like school leadership, inter-organizational collaboration, and professional development. Nguyen’s recent articles highlight leadership’s role in teacher retention, autonomy, and PLCs in the Global South. He advocates for leadership practices that foster teacher collaboration, instructional support, and participatory decision-making, particularly in contexts like Singapore and Vietnam. His funded projects and editorial roles underscore his commitment to evidence-based educational policy and practice.

• Learning Sciences
• Technology-Enhanced Learning
• Collaborative Learning
• +4 more

Professor Nancy W. Y. Law is a leading scholar in Learning Sciences and Technology at the University of Hong Kong's Faculty of Education . She has served as Founding Director of the Centre for Information Technology in Education (CITE) (1998-2013) and currently holds the Chair of Learning Sciences and Technology . Her career spans over 25 years of international comparative studies, policy analysis, and large-scale educational innovation. Current roles: Associate Dean (Strategic Development), HKU Key affiliations: Sciences of Learning Strategic Research Theme (co-convener) Research Expertise Her work focuses on technology-enhanced learning , digital literacy , knowledge building communities , and multilevel educational change . She pioneered network models of teacher innovation and socio-technical frameworks for sustainable pedagogical transformation, particularly in STEM education and Cyberbullying prevention . Scientific Leadership With over 25 major research grants (2000-2023) exceeding HK$50 million, she leads projects like: Learning and Assessment for Digital Citizenship Jockey Club Self-directed Learning in STEM Design-Aware Learning Analytics A Fellow of the International Society of Learning Sciences and recipient of the HKSAR Humanities and Social Sciences Prestigious Fellowship , she has supervised numerous international comparative studies including SITES 2006, ICILS 2013, and longitudinal digital citizenship research (2019-2021).

Melvyn R.W. HamstraView profile

Professor

• Organizational Behavior
• Leadership
• Human Resource Management
• +6 more

Melvyn R.W. Hamstra is a Full Professor at IÉSEG School of Management in France since 2023. His academic career includes roles as Associate Professor (2021–2023) and Assistant Professor (2020–2021) at IÉSEG, as well as Assistant Professor positions at the University of Maastricht (2015–2020) and the University of Amsterdam (2013–2015). He holds a Ph.D. in Behavioural and Social Sciences from the University of Groningen (2013), preceded by a Master’s (2009) and Bachelor’s (2007) in Psychology from the same institution. Research Interests : His work centers on organizational behavior, leadership, and employee motivation, with a strong emphasis on regulatory focus theory, employee voice dynamics, and knowledge management. Key themes include how leadership styles (e.g., promotion vs. prevention focus) influence team innovation, conflict resolution, and workplace morale. Publication Trends : Recent publications (2025–2024) explore topics such as gender bias in leadership evaluation, financial stress and counterproductive behavior, ethical conflict in teams, and the dual-edged role of humor in workplace negotiations. His longitudinal studies on religious engagement and life satisfaction, as well as theoretical models on knowledge withholding, highlight interdisciplinary breadth. Teaching : He contributes to bachelor and master’s programs at IÉSEG, focusing on leadership development, positive leadership, and organizational learning.

• Accounting Standards
• Corporate Governance
• Capital Markets
• +3 more

You-il (Chris) Park is an Associate Professor of Accounting at the University of Hawaii at Manoa’s Shidler College of Business, serving as Co-Chair of the Hawaii Accounting Research Conference (HARC) and Hawaii Accounting Research Doctoral Institute (HARDI). He holds the Accuity LLP Accounting Faculty Fellowship and coordinates the Accounting Ph.D. program. His research focuses on archival, economics-based studies examining how accounting standards, regulations, and corporate governance influence financial reporting, capital markets, and managerial decisions. Professor Park holds a Ph.D. in Business Administration (Accounting) from Duke University’s Fuqua School of Business, an M.A. in Economics from Duke University, and a B.S. in Management with Highest Honor and an Accounting Certificate from Georgia Institute of Technology’s Scheller College of Business. Prior to academia, he worked as an internal auditor at Georgia Power & Southern Company and as a computer programmer in the Republic of Korea Air Force. His research interests span topics such as IFRS impact on macroeconomics, credit rating affirmations, audit quality, and data analytics in operational efficiency. His work appears in top journals like The Accounting Review and Contemporary Accounting Research. Professor Park has received numerous accolades for teaching excellence, including the Presidential Citation for Meritorious Teaching (2025), Shidler College Professor of the Semester awards (2022–2025), and multiple nominations for the Board of Regents Medal for Teaching. His professional service includes roles as a doctoral consortium fellow and reviewer for prestigious journals. He actively contributes to academic communities through HARC and HARDI, fostering research collaboration and mentoring doctoral students. His curriculum development includes courses such as Accounting Capstone and Ph.D. seminars, emphasizing practical and theoretical mastery.

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development
• +5 more

Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.

Miles M. IshigakiView profile

Professor

• Music Performance
• Music Education
• Clarinet Performance
• +3 more

Miles M. Ishigaki serves as Professor of Music in the Department of Music within California State University, Fresno's College of Arts and Humanities. He has taught applied clarinet, chamber music, music theory, and music appreciation at Fresno State since 1987 while directing the university clarinet choir. From 1989-2017, he held the position of state chair for the National Association of College Wind and Percussion Instructors, demonstrating sustained institutional commitment. His academic credentials include: Doctor of Musical Arts in Performance, University of Oklahoma (1988) Doctoral study in Music Performance, University of Arizona (1981-1982) Master of Music in Performance, Colorado State University (1981) Dual Bachelor's degrees: Music Education and Music Performance, University of Northern Colorado (1978) Dr. Ishigaki's research centers on the dialectic between intuition and analytical understanding in musical performance, particularly regarding clarinet repertoire. His seminal work documents interpretive approaches of legendary clarinetists including Larry Combs, Stanley Hasty, and Leon Russianoff, focusing on Stravinsky's Three Pieces for Solo Clarinet. His collaborative research with Dr. Michael Rogers bridges music theory and performance practice, revealing how structural analysis informs expressive execution. This scholarly trajectory consistently examines the cognitive and technical dimensions of artistic mastery. His publications from 1988-2017 reveal evolving emphases from symposium documentation and performance analysis toward technology integration in music education, culminating in the 2017 Music Fundamentals ebook. Collectively, his work establishes clarinet pedagogy as both scientific discipline and artistic practice, with growing attention to digital learning environments while maintaining core focus on interpretive authenticity. His recognitions include: 2013 Provost's Teaching Award in Technology for innovative digital pedagogy 2006 Honorary Alumnus distinction from University of Northern Colorado Dr. Ishigaki has mentored exceptional students who have earned Fulbright Scholarships, McNair Doctoral grants, and participation in national honor ensembles. His studio consistently produces competition winners while he maintains active performance engagements with regional orchestras and international venues. Beyond academia, he serves as COO of I&M, Inc., applying sustainable technology principles to water and energy systems, demonstrating interdisciplinary impact beyond music. As founder of both the West Coast Clarinet Congress and Fresno State Faculty Clarinet Quartet, he cultivates professional communities while maintaining Yamaha Artist status. His community outreach through organizations like the Japanese American Citizen's League and Valley Children's Hospital reflects deep civic engagement alongside scholarly pursuits.

Suvi SaarikallioView profile

Professor

• Music Psychology
• Music Education
• Music Therapy
• +7 more

Suvi Saarikallio is a Professor of Music Education at the University of Jyväskylä, Finland , affiliated with the Faculty of Humanities and Social Sciences and the Department of Music, Art and Culture Studies . She leads interdisciplinary research bridging music psychology, education, and therapy, with a focus on youth development, emotion regulation, and well-being. Research Groups: Centre of Excellence in Music, Mind, Body and Brain (2022-2029), Musiconnect (2022-2027) Key Projects: Music and You, Stress & music listening, MPACT (Music and Sports), Music and Cross-modal Associations, SOSUS (Social Sustainability for Children) Research Trends: Her recent publications explore music's role in emotional regulation, cross-modal perception, health outcomes, and educational applications. Themes include AI's impact on music evaluation, rhythm's connection to cognitive skills, and music's influence on stress and social-emotional development. Contact: suvi.saarikallio@jyu.fi

John R AndersonView profile

Professor

• Cognitive Neuroscience
• Cognitive Science
• Computational Psychology
• +3 more

John R Anderson is the Richard King Mellon University Professor of Psychology and Computer Science at Carnegie Mellon University (CMU), affiliated with the Department of Psychology within the Dietrich College of Humanities and Social Sciences. His research focuses on understanding higher-level cognition, particularly mathematical problem-solving, through the development of the ACT-R cognitive architecture—a computational framework simulating human cognitive processes. This architecture integrates behavioral, neural, and educational data to model learning and decision-making. Anderson’s work bridges cognitive science, neuroscience, and educational technology. He investigates how brain imaging (e.g., fMRI, EEG) can reveal the temporal dynamics of cognitive processes and improve instructional methods. His research emphasizes analyzing brain activity time courses to uncover underlying mechanisms of problem-solving and skill acquisition. Key Research Themes: Cognitive architectures, neural correlates of learning, computational models of memory, and intelligent tutoring systems. Notable Contributions: Development of the ACT-R architecture, integration of neuroimaging with cognitive modeling, and studies on skill transfer and learning strategies. Anderson’s publications include seminal books like Cognitive Psychology and Its Implications and How Can the Human Mind Occur in the Physical Universe? His work has advanced understanding of associative memory, strategic decision-making, and the application of cognitive models in educational technology. His lab, the ACT-R Research Group, collaborates across disciplines to model complex cognitive tasks and their neural foundations. Current projects analyze real-time brain activity to refine educational interventions and improve human-machine interaction.

• Learning Engineering
• Technology-Enhanced Learning
• Question-Based Learning
• +12 more

Olof Bälter is a Professor in Computer Science at KTH Royal Institute of Technology, affiliated with the Division of Media Technology and Interaction Design within the School of Electrical Engineering and Computer Science. He is the founder of the Technology-Enhanced Learning research group and holds a focus on learning engineering and human-computer interaction. His research interests center on technology-enhanced learning , question-based learning , learning analytics , AI in education , and inclusive pedagogy . A consistent theme in his work is improving efficiency in education and daily life through digital tools. He developed the Pure Question-Based Learning (Pure QBL) methodology, a digital Socratic approach that enhances student engagement and learning outcomes. His work extends to wellness in education through initiatives like walking seminars, and he investigates digital interventions for mental health, such as online Cognitive Behavioral Therapy (CBT) courses. His recent publications highlight trends in AI-generated educational content , learning efficiency , digital pedagogy , and inclusive course design , with applications in computer science education, language instruction, and global development. His research often employs experimental and data-driven methods, including randomized controlled trials and learning analytics. Teacher of the Year at the Surveying program KTH's Pedagogical Prize Higher Education Hero STINT Excellence in Teaching Scholarship (2008 and 2013) Olof Bälter has supervised numerous courses in programming, computer science, media technology, and learning engineering. He has collaborated with institutions such as Stanford University, Williams College, Region Stockholm, Stockholm University, and organizations like Promobilia and Begripsam. His projects aim to scale effective learning methods globally and make education more accessible and efficient. He leads research on the effectiveness of Pure QBL for students with ADHD and is involved in developing digital tools for health literacy and professional development in Ethiopia and Rwanda. His work bridges theory and practice, aiming to transform educational delivery through innovation and evidence-based design.

Michael GielnikView profile

Professor

• Entrepreneurship
• Sustainable Entrepreneurship
• Action-Oriented Training
• +3 more

Prof. Dr. Michael Gielnik is a Professor of Psychology, specializing in Entrepreneurship at Leuphana University of Lüneburg's Institute for Management & Organization (IMO), within the Faculty of Management and Technology. His research focuses on action-oriented entrepreneurship training, sustainable entrepreneurial behavior, and entrepreneurship in developing countries. He holds a PhD from Leuphana University (2010) and a Diplom in Psychology from Justus Liebig University Giessen (2005). His work has been published in journals such as the Journal of Applied Psychology and Entrepreneurship Theory & Practice . Key research interests include entrepreneurial processes, training methodologies, and cross-cultural entrepreneurship. He leads the STEP Entrepreneurship Training Program and collaborates internationally on initiatives like the DAAD-funded International Joint Master’s in Work and Organizational Psychology. Awards include the 2024 Impact Award (shared), 2014 FGF Sustainable Entrepreneurship Research Award, and recognition for his 2011 doctoral dissertation. He has held visiting fellowships at institutions like the National University of Singapore and the University of Sydney. Teaching focuses on entrepreneurship, business psychology, and innovation management. He advises on projects addressing social innovation, circular economy (e.g., MEHRCE), and inclusive workplaces. Active in academic governance, he serves on editorial boards, including as Field Editor for Journal of Business Venturing .

Geoffrey Lindsay HermanView profile

Teaching Professor

• Computer Science Education
• Engineering Education
• Learning Theories
• +4 more

Dr. Geoffrey L. Herman serves as the Severns Teaching Professor in the School of Computing and Data Science at the University of Illinois at Urbana-Champaign. He earned his Ph.D. in Electrical and Computer Engineering from UIUC as a Mavis Future Faculty Fellow and completed postdoctoral research at Purdue University's School of Engineering Education. His research focuses on understanding how students learn engineering and computing concepts and developing systemic approaches to improve teaching methods in higher education. With over $7 million in research funding and more than 120 peer-reviewed publications, his work spans educational technology, cognitive aspects of learning, and faculty development initiatives. His recent publications demonstrate a consistent focus on evidence-based instructional practices, assessment methodologies, and collaborative learning approaches, with particular emphasis on computer science education, proof writing tools like Proof Blocks, and mastery learning techniques. These works collectively advance the understanding of effective educational strategies in STEM fields. IEEE Education Society Mac Van Valkenburg Early Career Teaching Award Scott H. Fisher Computer Science Teaching Award Best paper award in the first 50 years of the ACM Special Interest Group, Computer Science Education As a mentor, Dr. Herman guides graduate students interested in engineering and computing education research, focusing on designing better instruction. He also works with undergraduates on improving educational experiences through platforms like PrairieLearn. His leadership extends to founding the Grainger College of Engineering's Strategic Instructional Innovations Program, which has secured millions in external funding. He serves on the Computer Research Association Education committee and as associate editor for the Journal of Engineering Education. Dr. Herman leads national workshops on professional development for computer science teaching faculty and has created peer mentoring networks through the Teaching Professionals Program, significantly impacting faculty development in engineering education.

Jill Salisbury-GlennonView profile

Professor

• Self-Regulated Learning
• Study Strategies
• Motivation
• +7 more

Jill Salisbury-Glennon is a Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University's College of Education. Her research focuses on self-regulated learning, motivation, study strategies, and the impact of parental and peer relationships on academic achievement, particularly during the COVID-19 pandemic. She has conducted cross-cultural studies comparing educational psychology frameworks in the United States, South Korea, and China. Doctorate in Educational Psychology, Penn State Master's in Educational Psychology, Penn State Bachelor's in Psychology (Honors), SUNY Oswego Her recent work examines technology integration in education during global crises, resilience in college students, and problem-based learning applications. She applies situated learning theory to interdisciplinary curricula and investigates pandemic-induced shifts in educational practices. Her publications over the past five years highlight trends in cross-cultural motivation analysis, psychometric evaluation of resilience scales, and mastery-avoidance goal studies in sports education. These works often bridge cognitive psychology with practical teaching strategies. Dr. Salisbury-Glennon's research emphasizes adaptive learning environments, with contributions to understanding metacognitive regulation in college students, cogenerative dialoguing in classrooms, and the role of community in educational psychology.

Sible AndringaView profile

Professor

• Second Language Acquisition
• Bilingualism
• Language Pedagogy
• +5 more

Sible Andringa is Professor of Second Language Pedagogy at the University of Amsterdam's Faculty of Humanities, officially inaugurated on June 16, 2023. Dr. Andringa serves as Academic Director of the Institute for Dutch Language Education (INTT), Coordinator of the Language Learning, Literacy and Multilingualism research group, and Coordinator of the Master's program in Dutch as a Second Language and Multilingualism. Dr. Andringa's research focuses on second language acquisition and bilingualism, specifically investigating the added value of explicit instruction, how input distribution affects language learning outcomes, and the role of awareness in language learning trajectories. Key ongoing projects include the Meta-LLL project examining how literacy shapes language learning, the SLA4All initiative for reproducing SLA research with non-academic samples, and the OASIS project creating accessible research summaries for practitioners. Previously, Dr. Andringa led Project MIND studying bilingual daycare effects and contributed to the Stilis project on listening proficiency. As General Editor of the Dutch Journal of Applied Linguistics (DuJAL), Dr. Andringa promotes open science principles in language research. Recent publications demonstrate a focus on addressing sampling biases in SLA research, open access publishing ethics, and practical applications of language acquisition research for educational settings. Academic Director, Institute for Dutch Language Education (INTT) Coordinator, Language Learning, Literacy and Multilingualism research group Coordinator, Master's program Dutch as a Second Language and Multilingualism General Editor, Dutch Journal of Applied Linguistics (DuJAL) Member, Mastery Team for Modern Foreign Languages Member, OASIS project team Member, IRIS database advisory group Dr. Andringa supervises PhD candidates including Kyra Hanekamp and Darlene Keydeniers, particularly in research related to bilingual daycare environments and language development. The research program has received funding from the Dutch ministry of Social Affairs for Project MIND and continues to secure support for ongoing projects examining language learning mechanisms. Dr. Andringa leads the Language Learning, Literacy, and Multilingualism research group which investigates language and literacy acquisition across the lifespan, with emphasis on how language skills are learned, maintained, and used in educational contexts. The group meets weekly to discuss projects, plans, funding opportunities, and research topics while promoting collaboration, methodological innovation, and open science principles.

• Education Policy
• Education Reform
• K-12 Education
• +10 more

Chester E. Finn Jr. is the Volker Senior Fellow (adjunct) at the Hoover Institution, Stanford University. He is a distinguished senior fellow and president emeritus of the Thomas B. Fordham Institute, and former chairman of the Hoover Task Force on K–12 Education. His expertise lies in education policy, reform, school choice, and civics education. He is actively involved in the Working Group on Civics and American Citizenship and the Hoover Education Success Initiative. Volker Senior Fellow (adjunct), Hoover Institution President Emeritus, Thomas B. Fordham Institute Chairman, K-12 Education Task Force (former) Member, National Council on Teacher Quality Member, Core Knowledge Foundation Finn holds a doctorate in education policy from Harvard University, along with degrees in U.S. history and social studies teaching. His research centers on K–12 education reform, with a focus on accountability, standards, charter schools, and civic education. He has authored or co-authored over twenty books, including Assessing the Nation’s Report Card , Learning in the Fast Lane , and How to Educate an American . His recent publications analyze NAEP, civics education, Advanced Placement, gifted learning, and federal education policy. Themes across his work include the decline in academic standards, the need for rigorous accountability, and the importance of informed citizenship. He advocates for evidence-based reform, school choice, and a renewed focus on civic knowledge in American schools. Scientific Awards & Honors: Finn has served on the National Assessment Governing Board (NAGB), including as chair, and has advised federal and state education leaders. He was U.S. Assistant Secretary of Education and professor at Vanderbilt University. His work bridges academic research, policy advocacy, and public commentary. He leads research initiatives on civics education and gifted learners, emphasizing state-level policy reforms. His recent efforts include promoting mastery-based learning, reviving patriotic education, and defending the integrity of NAEP. He frequently collaborates with scholars like Michael J. Petrilli, Brandon L. Wright, and Bruno V. Manno.

Lisa YanView profile

Teaching Professor

• Computer Science Education
• Computing Ethics
• Teaching Assistant Training
• +2 more

Lisa Yan serves as a Teaching Professor in the Department of Electrical Engineering and Computer Sciences at the University of California, Berkeley, appointed in Spring 2022. She teaches core computer science education courses including CS 195 (Social Implications of Computer Technology), CS H195 (Honors variant), CS 294-189 (Teaching Process Design), and CS 375 (Teaching Techniques), holding regular office hours in Soda Hall for student engagement. Her academic credentials include: PhD in Electrical Engineering from Stanford University (2019) MS in Electrical Engineering from Stanford University (2015) BS in Electrical Engineering and Computer Science from UC Berkeley (2013) Dr. Yan's research centers on data-driven analysis of student learning in large-scale computer science courses, with significant contributions to computing ethics pedagogy and teaching assistant development programs. Her work develops innovative methodologies for assessing student earnestness in interactive lectures, creating flexible learning extensions, and designing integrity-focused assessments. Earlier research focused on software-defined networking and network switch performance optimization, demonstrating technical depth before her pivot to educational innovation. Current projects emphasize scalable teaching techniques and mastery learning frameworks that address challenges in modern CS education. Analysis of her 14 publications (2013-2024) reveals a strategic shift from computer networking (pre-2018) to computer science education research (2018-present). Recent work (2020-2024) dominates in venues like SIGCSE, featuring tools such as Otter-Grader for Jupyter notebook grading and the Earnest Insight Toolkit for lecture participation analysis. This evolution highlights her commitment to solving practical educational challenges through data analysis and tool development, particularly for large undergraduate courses. She received recognition through: The Faculty Award for Outstanding Mentorship of GSIs (2024) Lisa actively mentors Graduate Student Instructors and collaborates with educational technology initiatives. Her research team includes dedicated support staff like Taylor Kaserman (taylor.kase@berkeley.edu), reflecting structured collaboration in developing teaching innovations. She contributes to curriculum design committees within EECS, focusing on assessment integrity and scalable pedagogical methods for growing student populations. Her work operates through the EECS department's educational infrastructure, utilizing Soda Hall resources for both teaching coordination and research development, with strong connections to Berkeley's broader computing education ecosystem.