Dr. Emiel Heijnen is a Research Professor in the Arts Education department at Amsterdam University of the Arts (AHK), where he leads the Lectorate of Arts Education. With a doctorate from Radboud University Nijmegen focusing on contemporary visual practices in art education, he has established himself as a leading researcher in authentic art education and curriculum innovation. His research focuses on Arts Education , Contemporary Art Practices , Curriculum Design and Innovation , and the emerging field of ArtsSciences Integration . He has developed the influential concept of Wicked Arts Assignments , which challenges traditional educational approaches by embracing complexity and uncertainty in art education. His work bridges theory and practice, connecting contemporary art practices with educational settings to create more authentic learning experiences. Dr. Heijnen's publications and presentations reveal a consistent focus on interdisciplinary approaches, particularly the integration of arts with science and technology (ArtsSciences). His recent work emphasizes creative citizenship, media literacy, and strategies for implementing authentic art education in diverse educational contexts from primary schools to higher vocational education. As an active researcher and thought leader, he serves on editorial boards, participates in international conferences, and collaborates with educational institutions worldwide. His work has significantly influenced arts education policy and practice in the Netherlands and beyond, particularly through his leadership in developing research agendas and educational frameworks that connect contemporary art practices with educational innovation.
Lisa Wilson is an Associate Professor at the University of Cape Town’s Centre for Theatre, Dance and Performance Studies, specializing in dance education and critical dance studies. Her work intersects decolonial African feminism, performance studies, and embodied pedagogies to explore empowerment, agency, and liberation for women of color and students through dance. PhD candidate, University of Exeter MA Creative Arts in Education, University of Exeter BCA Dance, Wesley Institute, Australia BSc Management and Economics, University of the West Indies, Jamaica Wilson’s research focuses on decolonizing dance education, cultural heritage preservation, and social activism through embodied pedagogies. Her creative practice addresses racism, climate change, and women’s healing in global collaborations with organizations like daCi, ICDF, and Wildflower Africa Dance Project. She co-founded the UCT Youth Dance Program (2014) with New World Dance Theatre and has presented internationally across six continents. Her publications in journals like Research in Dance Education and Journal of Dance Education emphasize culturally responsive pedagogy, intercultural dance projects, and the integration of African diaspora traditions in contemporary education. Recent work includes cross-border initiatives like Women of Consequence and the Red Apples-Green Apples collaboration with Denmark. Lisa Wilson actively engages in socially conscious dance projects, linking movement to global issues like climate change and systemic racism. She has collaborated with artists such as Lynnette Young-Overby and Maxwell Xolani Rani, with creative works presented in South Africa, India, Australia, and the United States.
Barb Cutler is an Associate Professor in the Computer Science Department at Rensselaer Polytechnic Institute (RPI) and an affiliated faculty member at EMPAC (Experimental Media and Performing Arts Center). She specializes in computer graphics, interactive visualization, computational geometry, and open-source educational software. Previously, she was a student and Post-Doctoral Lecturer at MIT's Department of Electrical Engineering and Computer Science. Education: PhD in Electrical Engineering and Computer Science, MIT, August 2003 MEng in Electrical Engineering and Computer Science, MIT, June 1999 Research Interests: Her research spans computer graphics , interactive visualization , computational geometry , and the development of open-source educational tools . She has made significant contributions to architectural daylighting design, spatially augmented reality, and procedural modeling. Her work often integrates advanced visualization techniques with practical applications in education and architecture. Scientific Awards: NSF Early CAREER Award (2009) Rensselaer School of Science Outstanding Teaching Award (2017) Rensselaer Trustees' Outstanding Teacher Award (2019) Teaching & Advising: Barb Cutler has taught a wide range of courses including Data Structures, Advanced Computer Graphics, Interactive Visualization, and Computational Geometry. She has advised numerous PhD and MS students, many of whom have gone on to positions at leading companies and institutions. She is currently advising Evan Maicus, a PhD student in Computer Science. Lab & Projects: She leads the development of Submitty , an open-source homework submission, autograding, and TA grading system used widely in computer science education. Her lab focuses on innovative educational technologies and advanced visualization systems.
Dr. José Manuel de Almeida Pereira is an Assistant Professor at the School of Education of Viseu, Polytechnic Institute of Viseu, Portugal, where he has been teaching since 2006. He currently serves as President of the Technical-Scientific Council and has held various leadership positions including Director of the Department of Communication and Art. His work focuses on the intersection of digital art, educational technology, and language learning. PhD in Fine Arts (Multimedia Art) from University of Lisbon Faculty of Fine Arts (2019) - "Aesthetics of collective actions in Internet Art: crowdsourcing and the awakening of creative audiences." (Approved with Distinction and Praise) Master's in Educational Technology (Image Technologies) from University of Minho (2004) - "Anatomy of Visual Grammar in Art Education: Digital Image versus Traditional Image" (Very Good unanimously) Bachelor's Degree in Visual and Technological Education from Polytechnic Institute of Viseu School of Education of Viseu (1997) Dr. Pereira's research interests center on digital art education, visual literacy, and the integration of technology in teaching practices. He explores how digital tools and multimedia approaches can enhance foreign language learning, particularly through storytelling and non-linear narratives. His work emphasizes interdisciplinary connections between art, technology, and language education, with a focus on practical applications in higher education settings. He investigates how immersive environments and gamification strategies can transform traditional teaching methods. His recent publications demonstrate a consistent focus on the intersection of digital art, educational technology, and language learning. A significant portion of his work examines how digital storytelling, non-linear narratives, and multimedia approaches can enhance foreign language acquisition in higher education. He has also explored applications of these approaches in special education contexts, particularly for individuals with autism spectrum disorder. His research shows a progression from theoretical investigations of digital aesthetics to practical applications of digital tools in educational settings. Dr. Pereira has directed numerous research projects, including PAGE (Agricultural and Food Landscapes with innovative women generations), HARVEST (Valuing the Family Garden to Educate for a Mediterranean, Healthy and Sustainable Diet), and APSASeG (Opening Classroom Doors: Serious games - the impact of gamification on foreign language teaching/learning in higher education). He has also led the JASM project (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior), which explores multimodal creativity as a tool for pedagogical innovation in foreign language learning. As an academic advisor, Dr. Pereira has supervised numerous Master's students, primarily in the field of Visual and Technological Education. His advisees have explored topics ranging from digital photography in technological education to the inclusion of children with autism spectrum disorder through visual and technological education disciplines. He has also organized several academic events, including the "Solstício: arte a três tons" Arts Festival and international seminars on foreign language learning and digital creation. Dr. Pereira directs a laboratory at the School of Education of Viseu and has been instrumental in developing the IPVerso initiative, which focuses on education and co-creation through art. His work bridges theoretical research with practical applications, creating opportunities for students and community members to engage with digital art and technology in meaningful educational contexts.
Dr. Joanne Steel is a Lecturer in Speech Pathology within the School of Health Sciences at the University of Newcastle, Australia. She is a Certified Practising Speech Pathologist with over ten years of clinical and research experience working with adults in acute, inpatient and outpatient hospital settings and the community. Dr. Steel is also the co-founder of BRAINSPaN (Brain Impairment Clinician and Researcher Peer Network), a multidisciplinary network with over 700 members across Australia that facilitates knowledge sharing between clinicians and researchers in the brain impairment field. Dr. Steel earned her Doctor of Philosophy and Bachelor of Speech Pathology (Honours) from the University of Newcastle, where she was awarded the University Medal in 2010. Her academic journey has been focused on improving outcomes for adults with acquired neurogenic communication disabilities, particularly after traumatic brain injury or stroke. Dr. Steel's primary research area is the assessment and treatment of cognitive and social communication disorders after traumatic brain injury (TBI), with a specific focus on management for people with severe injury in the early stages of recovery. Her work addresses the complex challenges of assessing communication changes following brain injury, which requires close collaboration with both the affected individuals and their family members. A significant portion of her research has examined how to improve narrative discourse abilities (such as telling stories and giving explanations) for people with TBI, recognizing that impairment in this fundamental social skill negatively impacts relationships and employment opportunities. Her research program demonstrates a clear progression from foundational work on cognitive communication assessment during post-traumatic amnesia to the development of innovative assessment methods and interventions for narrative discourse after TBI. Recent work focuses on visual discourse elicitation materials, speech-language pathologists' clinical practices, and the development of narrative discourse interventions for patients in early recovery stages. This research aligns with UN Sustainable Development Goal 3 ("Good Health and Well-being") through its focus on improving communication outcomes for people with traumatic brain injury. Dr. Steel's scientific recognition includes the University Medal from the University of Newcastle (2010). She has secured multiple research grants, including the SHS Research Support grant (2024), Faculty of Education and Arts New Staff Grant (2021), and conference travel grants to present her work at national and international conferences. As an educator, Dr. Steel has developed two core courses in the Speech Pathology program and coordinates and lectures in courses covering adult language disorders, adult speech disorders, clinical practice, and research review. She currently serves as Principal Supervisor for a PhD student researching "Speech Pathology Intervention For Cognitive Communication Disorders Post-Traumatic Brain Injury Within Inpatient Rehabilitation Settings." Her research collaborations include work on the SafetyCatch app for hospital communication safety, the international TBIBank Grand Rounds digital health resource, and her co-founded BRAINSPaN network. Through BRAINSPaN, Dr. Steel has created a sustainable platform for multidisciplinary collaboration in brain impairment research and practice. The network has successfully increased multidisciplinary collaboration, knowledge sharing, and skill development around cognitive rehabilitation, with members reporting significant benefits from connecting with this professional community.
Johannes Buchholz (born 1961) is an artistic researcher and educator at the Institute for Art and Art History at the University of Duisburg-Essen since 2011. He studied Fine Arts at the Berlin University of the Arts and holds degrees in Art History and Philosophy from Bochum, Berlin, Freiburg, and Madrid. His work bridges artistic practice and pedagogy, focusing on spatial drawing, sound-art interfaces, and non-representational visual education. Academic Affiliation: University of Duisburg-Essen Education: Berlin University of the Arts (Fine Arts), Freie Universität Berlin (Erasmus Stipendium, Madrid), Bochum, Freiburg Buchholz’s research explores the intersection of drawing, three-dimensional design, and sound-based artistic expression. His projects emphasize spatial perception, environmental orientation, and experimental learning methods in visual arts. He has developed innovative curricula for non-figurative drawing techniques and created sound-object installations that challenge traditional artistic boundaries. His recent publications and artistic projects reflect ongoing engagement with spatial intervention and pedagogical frameworks in artistic practice. Notable collaborations include work with Gerhard Grinten on open-access art education resources. Grants: Berlin Senate Cultural Administration Stipend (2008), KulturProjekte Berlin funding (2009) Artistic Recognition: Bundesministerium für Arbeit und Soziales award (2009), inclusion in Deutsche Bank and Morat Institute collections Memberships: BBK Berlin (Professional Association of Visual Artists), Bochumer Künstlerbund
Dr. Melita Morales is an Assistant Professor in the Department of Art Education at the School of the Art Institute of Chicago (SAIC), where she bridges artistic practice, learning science, and curriculum design. Her interdisciplinary scholarship investigates knowledge emergence through embodied and material art experiences across educational contexts. Her educational background includes: Undergraduate studies in science and art at Santa Clara University Graduate specialization in art education at Rhode Island School of Design PhD in Curriculum and Instruction from Boston College Research focuses on transdisciplinary learning design, ethnographic analysis of art experiences, and expansive disciplinary possibilities that honor multiple relational and axiological orientations. She employs arts-based research methods to explore how material interactions shape knowledge construction in educational settings. Dr. Morales teaches core courses including Art Education curriculum design for children/youth, human development theory, and graduate thesis supervision. Her pedagogy integrates culturally responsive practices, visual-verbal literacies, and iterative curriculum development emphasizing student-centered assessment without standardizing artistic outcomes. Her scholarly contributions appear in leading journals such as Curriculum Inquiry , Linguistics and Education , Mind, Culture, and Activity , and the Journal of Interdisciplinary Studies in Education , reflecting significant impact in art education research. As a former practicing art educator, she brings practical experience to her academic work, guiding graduate students through thesis development while emphasizing critical analysis of visual culture and socially just pedagogical frameworks.
Juuso Tervo is an Assistant Professor of Arts-Based Research and Pedagogy at the Department of Art and Media , Aalto University. He serves as the Head of the Nordic Master in Visual Studies and Art Education MA program , focusing on integrating international collaboration into art education frameworks across Nordic and Baltic institutions. His research synthesizes critical theory , literary theory , political philosophy , and philosophy of history to interrogate art education’s sociopolitical dimensions. Recent articles explore hybrid learning models, radical publishing in design education, and the spatial/temporal dynamics of artistic pedagogy. Notable scientific awards include: the Manuel Barkan Memorial Award (2018), Aalto University Excellence Award in Teaching (2017), and the Elliot Eisner Dissertation Research Award (2015). He coordinates the EDDA Norden network ’s Nordplus-funded projects (2024–2026) to internationalize teacher training programs.
Sara E Baumann is an Assistant Professor and Co-Director of the Concept Mapping Institute at the University of Pittsburgh, affiliated with the Department of Behavioral and Community Health Sciences and Clinical and Translational Sciences. She is also a founder of the Global Women's Health Research (GLOWHER) Collective , focusing on participatory methods in global health research. BA (2008), University of Michigan MPH (2009), BRAC University PhD (2019), University of Pittsburgh 2018: Intensive Nepali Language Program at Cornell University Her research integrates human-centered design (HCD) and collaborative filmmaking to address menstrual health inequities in Nepal, Madagascar, and the U.S. She examines how caste, ethnicity, religion, and policy shape menstrual practices and works with communities to co-design interventions. She also explores the role of art in mental health recovery post-disasters and during the pandemic, including her course Can Art Heal? Recent publications focus on menstrual stigma , migrant health , pediatric epilepsy data standards, and public health applications of HCD and concept mapping. Her work emphasizes community engagement , cultural responsiveness , and equity-driven solutions across global and local contexts.
Dr. Sharon Elley serves as Lecturer in Sociology and Social Policy at the University of Leeds' School of Sociology and Social Policy within the Faculty of Social Sciences. Her academic work bridges professional youth service experience with sociological research on intersecting inequalities across the life course, particularly focusing on education, social class, gender, sexuality, and neurodiversity. Her educational qualifications include: PhD (University of Leeds, ESRC 1+3 funded) MA in Social Research Methods PGCE BA in Applied Social Sciences Elley's research centers on widening participation for marginalized groups through lived experience methodologies . She investigates life-course transitions from childhood through adulthood, emphasizing how social class intersects with gender, disability, and sexuality in educational and relational contexts. Her work combines critical sociology with action-oriented research to address systemic inequalities. Recent publications reveal a strong trajectory in gender diversity studies (particularly youth perspectives), autism and neurodiversity in educational and employment contexts, and class-based educational inequalities . These works increasingly employ creative methodologies including graphic novels and participatory approaches to amplify marginalized voices. Her scientific recognition includes: Shortlisted for BSA Philip Abrams Memorial Prize (2014) for her book Understanding Sex Education, Youth and Class Winner of the SRO SAGE Prize for Innovation and Excellence (2022) for her article on institutional gatekeepers in gender research Elley actively supervises four postgraduate researchers while securing competitive funding including ESRC support for Living Gender in Diverse Times (2018-2021) and DRILL funding for A Society Fit for Autistics (2017-2019). She collaborates extensively with third-sector organizations like Living Autism York and maintains strong practice-research partnerships. As Co-Director of the Centre for Research on Families, the Life Course and Generations (FLaG), she leads interdisciplinary work examining family dynamics, generational change, and life course transitions through intersectional frameworks.
Bruno Moreschi is a Brazilian multidisciplinary artist and researcher based at the University of São Paulo and Center for Arts, Design and Social Research (CAD+SR) . Holding a PhD in Visual Arts from UNICAMP and an exchange at the University of Arts Helsinki, he bridges artistic practice with critical AI studies through his leadership of the Group of Critical Experiences in Digital Infrastructures (GECID) and Art and Artificial Intelligence Group (GAIA) . His work interrogates machine learning systems, focusing on their colonial legacies, precarized labor, and non-hegemonic data practices in the Global South. Education : PhD in Arts, State University of Campinas (2019) MSc in Arts, State University of Campinas (2014) BA in Communication, Federal University of Santa Catarina (2006) Research Interests center on critical AI , computer vision , and decolonial technology , emphasizing how datasets perpetuate normative structures. His projects with Amazon Mechanical Turk workers and museum collections highlight human labor in AI training and institutional power dynamics. Scientific Contributions include analyzing large-scale vision datasets as non-neutral systems and creating pedagogical tools like the History of _rt pamphlet, which critiques art historical canons through quantitative analysis of artist demographics in textbooks. He co-authored articles in Media International Australia , BJHS Themes , and New Media & Society . Scientific Awards : Rumos Prize Deviant Practice Grant Capes Fellowship Fapesp Grant CNPq Conhecimento Brasil
Dr. Abbey MacDonald is Associate Professor in Arts Education at the University of Tasmania and Senior Academic Fellow - Indigenous Exhibition Learning with Ngarrngga at the University of Melbourne. She serves as Deputy Associate Head Research for the School of Education and contributes significantly to arts education policy development, museum resources, and interdisciplinary education initiatives across Australia. Her educational background includes: PhD from University of Tasmania (2015) Bachelor of Teaching (Honours) from University of Tasmania (2008) Bachelor of Fine Arts (Honours) from University of Tasmania (2005) Dr. MacDonald's research focuses on arts-based methodologies that inform educational policy and practice. She specializes in teacher professional development, STEAM education integration, museum and gallery learning resources, and interdisciplinary curriculum design. Her work bridges educational theory with practical applications through collaborations with environmental conservation organizations, cultural institutions, and social change initiatives. Her research methodology expertise in a/r/tography has positioned her as a national leader in arts-based educational research. Analysis of her recent publications reveals a strong trajectory toward interdisciplinary educational approaches, particularly in STEAM integration. Her work consistently examines how arts education can inform broader educational challenges, with increasing focus on collaborative methodologies, teacher identity formation, and culturally responsive pedagogies. A notable trend is her growing emphasis on Indigenous knowledge systems and their integration with Western educational frameworks. Her significant awards include: InSEA Award for Excellence in Praxis in Education through Art (2024) Engagement Award, College of Arts Law and Education (UTAS, 2022) The Educator: Higher Education Rising Star (2020) Teachers Mutual Bank - ATEA Teacher Educator of the Year (2019) Vice Chancellor's Award for Early Career Academic Teaching (UTAS, 2018) Dr. MacDonald actively supervises multiple doctoral candidates working on projects related to arts education, teacher identity, and interdisciplinary curriculum development. She has secured numerous research grants including the "Ngarrngga" project developing education resources for the '65,000 Years: A Short History of Australian Art' exhibition, "STEAM Horizons" exploring interdisciplinary education models, and multiple projects supporting teacher professional development in arts education across Tasmania. She leads significant collaborative initiatives including Ngarrngga at the University of Melbourne, where she contributes to advancing methodological and pedagogical possibilities for Indigenous exhibition learning. Her work connects with numerous cultural institutions, environmental organizations, and educational stakeholders to create meaningful learning experiences that address contemporary educational challenges.
Dr. Vicki Dale is a Senior Lecturer in Academic and Digital Development at the University of Glasgow, with over two decades of experience in educational research and academic development. Her work spans multiple disciplines, with a particular focus on enhancing teaching and learning through innovative pedagogical approaches and digital technologies. Dr. Dale's research interests center on active learning, blended and digital learning environments, educational technology implementation, and academic development. She has made significant contributions to understanding how creative pedagogies can transform student engagement and learning outcomes across various disciplines. Her recent work explores metaphorical learning spaces, education for sustainable development, and innovative methods for gathering learner experience data beyond traditional research approaches. Her extensive publication record, spanning from 1999 to 2025, demonstrates a consistent trajectory from early work in veterinary education to broader applications in higher education. The trend in her research shows an evolution from technology-focused studies to more holistic approaches examining the intersection of pedagogy, space, and learner experience. Her recent work particularly emphasizes creative pedagogies, education for sustainable development, and innovative approaches to active learning that transcend disciplinary boundaries. As a leader in academic development at the University of Glasgow, Dr. Dale has been instrumental in staff development initiatives, particularly through projects like BOLD (Blended and Online Learning Development). She has collaborated extensively with colleagues across the university and internationally, contributing to the scholarly conversation on teaching and learning in higher education through numerous conference presentations and publications in leading journals such as the Journal of Perspectives in Applied Academic Practice and Research in Learning Technology.
Helena Bichao is an Associate Professor at the Department of Teacher Education within the Faculty of Social and Educational Science at the Norwegian University of Science and Technology (NTNU). Her institutional affiliation demonstrates deep integration with NTNU's educational research ecosystem, particularly through her involvement with the ScienceHumanities research group and INUBU (Innovative Science Education for Sustainable Development) initiative. Her work bridges traditional science education with creative methodologies, establishing her as a distinctive voice in Scandinavian science pedagogy. Dr. Bichao's research interests focus on the transformative potential of visual methods in science education, particularly drawing as a cognitive and communicative tool. Her work explores how artistic integration enhances conceptual understanding in biology and environmental science, with particular attention to embodied learning approaches involving insects and ocean ecosystems. She investigates how visual literacy develops scientific reasoning skills while addressing sustainability challenges through interdisciplinary frameworks that connect science with humanities perspectives. Analysis of her publication trajectory reveals a significant shift from early work in chemical ecology and entomology toward science education research. Her recent scholarship demonstrates a consistent focus on drawing-based methodologies across multiple educational contexts, examining how visual representation supports conceptual development in biodiversity, evolution, and sustainability education. The interdisciplinary nature of her work connects biology, pedagogy, and arts integration through innovative methodological approaches that prioritize student experience and engagement. As an academic advisor, Bichao has supervised numerous master's students working on creative approaches to science education, including comic production, photography-drawing synthesis, and debate methods for developing critical thinking. Her teaching portfolio includes courses on biodiversity, science as a school subject, and master's thesis supervision in science education. Her professional activities extend to international conferences across Europe where she presents on visual methods in science education and sustainable pedagogies. Her research collective INUBU represents a significant interdisciplinary effort connecting science education with sustainability goals through arts integration. Bichao's collaborative work with the ScienceHumanities research group demonstrates her commitment to bridging disciplinary divides, particularly in projects addressing ocean literacy, water education, and performative learning with insects. Her recent presentations at Nordic and international conferences highlight the growing recognition of her innovative approach to science education that combines artistic expression with scientific inquiry.
Pia S. Hagerup is an Associate Professor at the Department of Teacher Education , Norwegian University of Science and Technology (NTNU) , specializing in Educational Leadership . She currently teaches in NTNU's national principal training program and master's program for school development, while collaborating with schools, municipalities, and counties on research projects. Hagerup is an active member of the AACORN (Aesthetics, Creativity, and Organizations Research Network), FORN (Research on School Leaders in the Nordic Countries), and PLAC (Professional Learning Assessment Communities). PhD in educational leadership (NTNU, 2019) MBA in knowledge and innovation leadership (Copenhagen Business School) BA in Fine Art (NTNU) with exchange in intaglio printmaking (Liverpool Hope University) Research Interests include educational leadership, art-based methods in education, organizational culture, and school development. Her work uniquely combines liberal and servile art perspectives with educational leadership theory. She has led projects on Montessori school systems, longitudinal school development partnerships, and quality assurance in rural education. Advising includes supervision for NTNU's master's and principal training programs. She actively contributes to knowledge dissemination through lectures, media interviews, and advisory roles in municipal art funding processes.
