Oleksandr Kapranov is an Associate Professor of English at NLA University College's Teacher Education program. His work intersects discourse analysis, climate change communication, and English language teaching (ELT), with a focus on sustainable development education and intercultural communication. Research areas include political speeches (e.g., Keir Starmer, Rishi Sunak), corporate disclosures (Bank of England, Vedanta Resources), and media framing (Greenpeace branches, King Charles III). Key pedagogical interests: digital competence, beginner EFL training, and discourse markers in academic writing. His recent publications analyze climate change discourse through syntactic structures, metonymy, modality, and evidentiality, emphasizing institutional and political narratives. While no formal awards are listed, his work spans interdisciplinary collaborations with NGOs, governments, and universities.
Casey Reas is a Professor of Design Media Arts at the University of California, Los Angeles (UCLA), within the UCLA School of the Arts and Architecture. Previously, he served as an Associate Professor at Interaction Design Institute Ivrea (2001–2003). His academic background includes a BSc in Design from the University of Cincinnati (1996) and an MSc in Media Arts and Sciences from MIT (2001). Reas co-created the open-source programming language Processing with Ben Fry, revolutionizing visual arts and education globally. He is renowned for blending art and technology, creating generative works exhibited in institutions like the Centre Georges Pompidou and the Whitney Museum of American Art. His research focuses on computational aesthetics, algorithmic art, and digital media's intersection with music and design. Education: Bachelor of Science in Design, University of Cincinnati, 1996 Master of Science in Media Arts and Sciences, MIT, 2001 Research Interests: Reas explores the synergy between code and creativity, emphasizing generative systems, real-time visualization, and interactive installations. His work often addresses themes of randomness, pattern formation, and human-computer interaction. Notable projects include Processing language development, music video collaborations with The National, and immersive installations like Sketch Machine and Warm Up . Recent Collaborations: Music videos for The National’s Sleep Well Beast (2017), blending algorithmic visuals with Grammy-winning music. Interactive installations such as Impure Functions (2017) and Warm Up (2017), co-created with UCLA’s Conditional Studio. Public commissions like Sketch Machine (2018), an open-source drawing tool for GIPHY. Awards: Contributor to The National’s Grammy Award for Best Alternative Music Album ( Sleep Well Beast , 2018). Labs/Teams: Reas leads the Reas Studio and collaborates with UCLA’s Arts Conditional Studio, focusing on experimental software, generative art, and interdisciplinary projects.
Prof. Dennis Komm is an Associate Professor at ETH Zurich's Department of Computer Science, leading the group for Algorithms and Didactics. He chairs the Center for Computer Science Education (ABZ) and serves on committees such as the Swiss Maturity Board (Schweizerische Maturitätskommission) and the STEM Commission of the Swiss Academies. Previously, he held roles at RWTH Aachen University (Master's, 2008), ETH Zurich (PhD, 2012), University of Zurich (external lecturer, 2014–2020), and PH Graubünden (including department head and professor of 'Fachdidaktik Informatik'). Education: He completed a Master's in Computer Science at RWTH Aachen (2008), a PhD at ETH Zurich (2012), and studies in Information Technology at Queensland University of Technology (2006). His academic journey includes visiting roles at King's College, Stanford, and Comenius University. He has taught extensively across institutions, emphasizing Python and LOGO-based approaches for beginners. Research focuses on algorithm design, approximation algorithms, reoptimization, and advice complexity in theoretical CS. His work in education explores computational thinking, programming pedagogy (especially for K–12), and interdisciplinary approaches (e.g., robotics in math). Recent trends in his articles highlight advancements in online algorithms, optimization under dynamic conditions, and initiatives to integrate CS into Swiss school curricula sustainably. He actively promotes CS education through platforms like WebTigerPython and collaborates on projects such as CyberQuest and MINTerlink. His outreach includes organizing conferences (e.g., STIU 2025) and workshops on programming and cybersecurity for teachers and students. Despite no listed scientific awards, his contributions to education and theoretical CS are recognized through editorial roles in journals like Informatics in Education and contributions to the TigerJython Group. Grant-related advising includes co-supervising doctoral theses on robotics, USOs, and programming didactics. He advocates for equitable educational opportunities via the Passerelle exam and the Swiss Beaver Competition. His team's work spans teacher training, didactic certifications, and bridging university-school collaborations through initiatives like MINTerlink. Labs and teams: Head of ABZ (ETH's CS education center), collaborator with the Computational Robotics Lab, and part of the TigerJython Group. He also co-organizes the Colloquium on Mathematics, Computer Science, and Education with ETH's Mathematics Department.
Holly J. Nibert is an Associate Professor of Hispanic Linguistics and Director of the Spanish Language Program in the Department of Spanish and Portuguese at The Ohio State University. Her research focuses on second language acquisition (SLA) of Spanish phonology and phonetics within the revised Speech Learning Model (SLM-r). She also emphasizes principles of teaching Spanish as a second language, instructor training, and language program administration. Education: Ph.D. in Spanish Linguistics, University of Illinois at Urbana-Champaign (2000) M.A. in Spanish Linguistics, University of Illinois at Urbana-Champaign (1991) B.A. in Spanish, University of Illinois at Urbana-Champaign (1989) Research interests span Spanish phonetics/phonology SLA, pedagogical techniques, and leadership in language program administration. Her recent work examines applying leadership studies to program direction. She co-authored two Spanish textbooks: ¡Arriba! and Día a día . Key awards include the 2013 WMU Distinguished Teaching Award and multiple teaching accolades as a graduate TA. Her work bridges theoretical SLA research with practical classroom applications, including curriculum design and international teaching assistant training. Her contributions to the field include advancing techniques for SLA of segmental and prosodic features, as well as leadership strategies for language programs. She previously directed Western Michigan University's First-Year Spanish Program for 15 years before joining OSU in 2014.
CHONG Ket Fah serves as a Senior Lecturer on the Educator Track at the Department of Computer Science, School of Computing, National University of Singapore (NUS). He specializes in teaching foundational programming courses including CS1010E, focusing on undergraduate computer science education. He earned his Ph.D. in Computer Science from the National University of Singapore in 2011 under the supervision of Associate Professor Leong Hon Wai. His academic journey is deeply rooted in NUS, where he continues to shape introductory computing curricula. His research and teaching interests center on Computer Science Education with specific emphasis on introductory programming methodologies and student engagement in foundational courses. He actively develops pedagogical approaches to enhance learning outcomes for beginners in computer science. As an educator on the dedicated teaching track, he concentrates on classroom instruction and curriculum design rather than research supervision. His work directly impacts NUS's core computing education framework for first-year students.
Dr. Masato Kikuchi is an Associate Professor of Japanese in the School of Modern Languages at Georgia Tech. He holds a PhD from the University of Pittsburgh (1995), an M.S. in Intercultural Communication (1982), and a B.A. from International Christian University (1979). His research focuses on instructional technologies for language acquisition, particularly leveraging virtual worlds like Second Life for immersive Japanese learning. He has developed platforms such as the 'Sky Platform at EduNation III,' exploring 3D visualization for grammar concepts and comparative studies on 3D vs. 2D language learning tools. Dr. Kikuchi teaches advanced and intermediate Japanese courses, specializing in CALL (Computer-Assisted Language Learning), technical translation, and intercultural communication. His work emphasizes integrating technology into language education, including courseware design for online and hybrid learning environments. Recent projects include software for virtual world-based communicative practice and research on NMT (Neural Machine Translation) as a pedagogical tool. His publications span conference proceedings, courseware development, and software tools like the 'Understanding Written Japanese' CD-ROM series. He actively presents on topics such as virtual world design, information gap exercises, and Japanese course design. His research aligns with Georgia Tech’s focus on STEM-integrated language education and international collaborations.
David J. Connell is a Professor at the University of Northern British Columbia (UNBC), affiliated with the School of Environmental Planning. His work bridges environmental planning, agricultural policy, and community sustainability, with a strong emphasis on farmland protection, local food systems, and the conservation of British Columbia’s inland rainforest ecosystems. He has led national and provincial research initiatives and is recognized for excellence in both research and teaching. University: University of Northern British Columbia School: School of Environmental Planning Academic Rank: Professor Email: david.connell@unbc.ca Education and Professional Background: While specific educational credentials are not detailed in the provided texts, Dr. Connell’s extensive research, publications, and leadership in policy-oriented projects indicate a strong academic foundation in environmental planning, community development, and policy analysis. His professional experience includes work in business development, economic development, and nonprofit management, which he integrates into his teaching and research. Research Interests: Dr. Connell’s research centers on agricultural land use planning, farmland protection, and the socio-economic dynamics of local food systems. He investigates how legislative frameworks at local, regional, provincial, and federal levels influence farmland conservation. He also explores the role of farmers markets in community economic development and the non-timber values of ancient cedar ecosystems in BC’s inland rainforest. His interdisciplinary approach combines social science, policy analysis, and environmental studies to promote sustainable community development. Publication Trends: His recent publications focus on evaluating the strength of legislative frameworks for farmland protection across Canadian jurisdictions, analyzing federal policy roles, and assessing the quality of agricultural planning. He also contributes to understanding ecotourism, forest values, and the business models of farmers markets. His work is published in high-impact journals such as the Journal of Planning Education and Research , Canadian Planning and Policy , and Society and Natural Resources , reflecting a consistent scholarly trajectory in environmental and planning policy. Scientific Awards: UNBC Award of Excellence in Research (2017) UNBC Award of Excellence in Teaching (2014) Advising and Grants: Dr. Connell has supervised numerous graduate students in the Natural Resources and Environmental Studies program, focusing on topics such as farmland protection, food sovereignty, ecotourism, and beginner farming. His research has been supported by major funding bodies including SSHRC (Insight Grant), Agriculture and Agri-Food Canada, and the Investment Agriculture Foundation of British Columbia. He has led projects on farmland policy integration, farmers market impacts, and the conservation of ancient forests, demonstrating strong grant acquisition and project management capabilities. Labs and Research Teams: While no formal lab is mentioned, Dr. Connell leads a research program on Agricultural Land Use Planning and Farmland Protection, including collaborative work with the BC Association of Farmers Markets and government agencies. His work involves interdisciplinary teams and knowledge mobilization through workshops and policy briefs, contributing to practical outcomes in community planning and sustainability.
Nan Chen is an Associate Professor at the Department of Mathematics, University of Wisconsin-Madison, and a faculty affiliate of the Institute for Foundations of Data Science (IFDS), a multi-University TRIPODS Phase II Initiative. His research spans applied mathematics with applications in atmosphere-ocean science, climate dynamics, and data science. Education: PhD from Courant Institute of Mathematical Sciences (CIMS) and Center of Atmosphere and Ocean Science (CAOS), New York University (NYU), May 2016 Postdoc research associate at CIMS, NYU (June 2016-May 2018) Master's degree from School of Mathematical Sciences, Fudan University, Shanghai Undergraduate in Mechanical Engineering, Fudan University, Shanghai Visited Department of Scientific Computing at Florida State University working with Dr. Max Gunzburger and Dr. Xiaoming Wang Nan Chen's research focuses on contemporary applied mathematics, particularly modeling complex systems, stochastic methods, numerical algorithms, and data science. He specializes in uncertainty quantification (UQ), data assimilation, and developing statistically accurate algorithms to address the curse of dimensionality in large-dimensional complex dynamical systems with strong non-Gaussian features. His work has significant applications in atmosphere-ocean science, including predicting phenomena such as the Madden-Julian Oscillation (MJO), monsoons, El Niño Southern Oscillation (ENSO), and sea ice dynamics. He has also extended his research to material science, neuroscience, and other complex systems. His recent publications demonstrate expertise in inverse problems, wave equations, numerical methods, and data compression techniques that blend mathematical theory with practical applications. Dr. Chen has authored a book titled "Stochastic Methods for Modeling and Predicting Complex Dynamical Systems --- Uncertainty Quantification, State Estimation, and Reduced-Order Models" published by Springer, and a tutorial paper "Taming Uncertainty in a Complex World: The Rise of Uncertainty Quantification — A Tutorial for Beginners" in the Notices of the AMS. Professional Activities: Organizing "Data Meets Dynamics: Workshop on Data Assimilation for Complex Systems and Applications" (August 21-22, 2025) Author of two articles in Elsevier's Reference Module in Earth Systems and Environmental Sciences Participant in Wisconsin Science and Computing Emerging Research Stars (WISCERS) program Judge for Outstanding Student Paper Award (OSPA) program at American Geophysical Union (AGU) fall meetings Involved in Madison Experimental Mathematics Lab (MXM Lab) Dr. Chen actively mentors undergraduate students for research during semesters and summers, encouraging them to present at the UW undergraduate symposium. He also offers reading and independent study courses for interested undergraduates. He is currently seeking highly motivated PhD students to join his research group with possible Research Assistantship support.
Biljana Babić serves as an Assistant Professor in the Department of Serbian Language and Linguistics at the Faculty of Philosophy, University of Novi Sad, a position she attained in 2019 after progressive academic appointments since 2007. Her teaching portfolio spans core Serbian language domains including phonology, morphology, and specialized instruction in Serbian as a foreign language pedagogy, reflecting deep integration of theoretical linguistics with practical language education. Her academic foundation includes rigorous training within the same institution: Doctorate (2016): Focus on intralinguistic errors in beginner-level Serbian language acquisition Master's Degree (2010): Development of morphological-syntactic verb dictionaries for foreign learners Diploma (2000): Serbian Language and Literature specialization Babić's research program systematically investigates challenges in Serbian language acquisition by non-native speakers, with concentrated analysis on morphological errors, case usage complications, and verb prefixation patterns. Her work bridges theoretical linguistic frameworks with classroom applications, particularly through lexicographic innovations like minimal verb dictionaries that address specific learner difficulties at beginner proficiency levels. Publication analysis from 2007-2018 reveals consistent thematic evolution: beginning with diagnostic grammar testing (2007), progressing to detailed error taxonomy in present tense formation (2014) and accusative case usage (2018), while concurrently developing pedagogical resources like the "Let's Learn Serbian" dictionary series (2011). This trajectory demonstrates methodological maturation from observational studies to comprehensive error analysis integrated with practical teaching tools. No formal scientific awards are documented in the available records, though her scholarship appears recognized through publication in established venues like Contributions to Language Studies and peer-reviewed conference proceedings at the Faculty of Philosophy. Professional activities emphasize curriculum development and resource creation rather than grant-funded projects or graduate supervision. Her contributions center on refining Serbian language pedagogy through empirical analysis of learner challenges, particularly evident in the methodological applications course she teaches and the development of standardized testing materials for A1/A2 proficiency levels.
Naomi Yanagida is a Professor at the Graduate School of Japanese Applied Linguistics , Waseda University (since 2023). She holds a PhD in Linguistics and a Master's degree in Area Studies from the University of Tsukuba. Her career spans institutions like Hitotsubashi University, Kwansei Gakuin University, and Yokohama National University. Current affiliation: Waseda University (2023–Now) Previous roles: Hitotsubashi University (2015–2023), Kwansei Gakuin University (2010–2012) Research Interests : Symbiotic Language, Easy Japanese (Yasashii Nihongo), Discourse Analysis, Japanese Language Education Methodology, and Multicultural Communication. She focuses on how native Japanese speakers adapt their communication strategies when interacting with non-native speakers, particularly in discussion and explanatory contexts. Her scientific awards include the 2020 Japanese Language Education Association Encouragement Award and the 2020 'Japanese Language Education' Paper Award, both recognizing her work on native speaker explanatory strategies. She also received the 6th Hayashi Dai Memorial Paper Award in 2011 for early career research on contact situations. Research Trends : Yanagida's publications emphasize practical applications of Japanese language education, including syllabus design, intercultural discussion frameworks, and tools for improving communication between native and non-native speakers. Her work often intersects with policy development for multicultural societies and empirical studies on discourse behavior.
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.
Sonia Ben Ouagrham-Gormley is an Associate Professor at the Schar School of Policy and Government, George Mason University. She is affiliated with the Biodefense Program, the Center for Global Studies, and the Department of History and Art History’s Master of Arts in Interdisciplinary Studies (MAIS) program. Her work bridges policy, security, and science, with a regional focus on the former Soviet Union. Her research centers on the proliferation of weapons of mass destruction, including nuclear, chemical, and biological weapons. She investigates how tacit knowledge affects weapons development, the effectiveness of export controls, and the challenges of dissuading bioweapons programs. Her work also covers WMD-related trafficking, sanctions, and the redirection of former weapons scientists. She employs qualitative methods and interdisciplinary frameworks from science and technology studies. She has secured research funding from the U.S. Departments of Defense, State, and Energy, as well as from the Nuclear Threat Initiative and the Carnegie Corporation of New York. Her work contributes to programs such as the Department of Defense’s Cooperative Threat Reduction Program, aimed at reducing global WMD risks. Ben Ouagrham-Gormley has held significant research roles, including Senior Research Associate at the James Martin Center for Nonproliferation Studies (CNS), where she directed research at the CNS Almaty office in Kazakhstan. She was also the founding Editor-in-Chief of the International Export Control Observer and served as an Adjunct Professor at Johns Hopkins University School of Advanced International Studies. Her educational background includes a PhD in Development Economics from EHESS in Paris, a graduate degree in Strategy and Defense Policy from the Institute of Higher International Studies in Paris, a Master’s in Applied Foreign Languages (economics, law, Russian, and English) from the University of Paris X-Nanterre, and dual undergraduate degrees in Applied Foreign Languages and English Literature from the same institution. She is fluent in French, English, Russian, and spoken Arabic, with beginner-level Kazakh. Her multilingual abilities support her field research and international collaborations, particularly in post-Soviet states.
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.
Michael Schart is Professor of Methodology and Didactics of German as a Foreign Language at Friedrich Schiller University Jena since 2021. Previously, he held academic positions at Keio University (2007-2021), University of Wuppertal (2018), University of Waterloo (2017-2018), and several Japanese institutions. His research focuses on empirical teaching research, CLIL, task-based language teaching, and reflective teacher training. Doctorate (2002) in Philosophy from Friedrich Schiller University Jena DFG Fellowship (1997-2000) at Justus Liebig University Giessen Master’s in German as a Foreign Language (Jena, 1996) Intensive Japanese Language Studies at Reitaku University (1992-1993) Schart’s research emphasizes action research, classroom interaction, and curriculum development for German language instruction. He has led projects on virtual classroom dynamics (2020/21), task-based teaching at beginner levels (2007-2009), and program evaluation at Keio University (2003-2007). His work bridges qualitative methodology with practical pedagogy. Recent publications address CLIL implementation, feedback mechanisms, and digital learning environments. He co-edits journals InfoDaF and KONTEXTE , and leads the research center FLUSS for teacher professionalization in German as a foreign language education.
Nadine Bergner is a Professor in the Teaching and Research Area of Learning Technologies (Informatik 9) at the Faculty of Computer Science, Dresden University of Technology (TU Dresden). Her work focuses on innovative approaches to computer science education across various educational levels, from primary schools to university settings. She leads research on learning technologies, VR applications in education, and teacher training in computer science. Prof. Bergner's research spans multiple dimensions of computer science education. She has developed and evaluated numerous educational approaches including VR serious games, physical computing with Arduino, and specialized learning environments like the InfoSphere student lab. Her work emphasizes making computer science accessible and engaging for diverse learners, including young children, senior citizens, and pre-service teachers. She has made significant contributions to understanding how students form mental models of computer science concepts and how these can be effectively developed through targeted educational interventions. Her recent publications reveal a strong focus on emerging technologies in education, particularly virtual reality applications for computer science learning. She has been exploring how different interaction modalities in VR affect learning outcomes, presence, and enjoyment. Another major thread in her recent work involves machine learning education, where she has developed concept inventories and game-based learning approaches to make complex ML concepts accessible to learners. She has also been actively researching how to integrate computer science and AI competencies into teacher education across various disciplines. Prof. Bergner has made substantial contributions to the development of educational materials and frameworks for computer science education. Her work includes creating resources for programming education ("Apps programmieren für Dummies Junior"), designing concept inventories for machine learning assessment, and developing comprehensive approaches to building computational thinking skills from early childhood through higher education. She has been instrumental in shaping computer science education policy through initiatives like the Dagstuhl Declaration on education in the digital networked world. Her research often involves collaborative projects with schools and teachers, focusing on practical implementation and evaluation of computer science education approaches. She has been particularly active in developing teacher training programs and materials to support the integration of digital competencies into school curricula. Her work with the InfoSphere student lab has provided valuable insights into how extracurricular learning environments can shape students' perceptions of computer science.
