معرفی
Raghav Sampangi is a Senior Instructor in the Faculty of Computer Science at Dalhousie University, where he teaches courses in web development, server-side scripting, and usable security and privacy. He is also a Faculty Associate at the Centre for Learning and Teaching and actively contributes to pedagogical innovation and inclusive academic practices.
Education:
- PhD, Dalhousie University, Canada (2015)
- M.Tech, University of Mysore, India (2011)
- B.Engg, VTU, Belgaum, India (2007)
Raghav's research focuses on usable security and privacy, context-aware authentication, and innovations in computer science education, particularly compassionate teaching, ungrading, and student support. He is deeply committed to equity, diversity, and inclusion in computing and advocates for mental health and belonging in academia.
His recent publications center on security in resource-constrained systems, including IoT, RFID, and wireless body area networks, often using bio-inspired cryptographic techniques. The work demonstrates a strong trend toward lightweight, adaptive, and context-sensitive security solutions.
Scientific Awards:
- The Srini Award for Teaching Excellence (2021, 2018)
- Best Paper Award at Q2SWinet 2014
- Best Paper in General Conference Program at SoftCOM 2014
- Dalhousie Impact Leadership Award (2014)
- Faculty Appreciation Award (2015)
- Parvathamma Subbaraya Gold Medal (University of Mysore)
Raghav advises students through community outreach courses and research projects. He leads multiple educational initiatives, including ungrading research and first-year student support. He is co-lead of the D-LITE Belong Cluster and the Halifax Chapter of Canada Learning Code, and is a Cultural Competence in Computing (3C) Fellow at Duke University. His service includes advocacy with Dragonfly Mental Health and the READI Group, promoting compassionate and inclusive academia.
He is actively involved in lab and team-based research on usable security and CS education, collaborating with industry, alumni, and students to revise curricula and develop inclusive learning environments.
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