جست‌وجوی استاد و پژوهشگر

• Photogrammetry
• Geoinformation
• Remote Sensing
• +۷ مورد دیگر

Prof. Christian Heipke is a distinguished academic serving as Dean of the Faculty of Civil Engineering and Geodetic Science at Leibniz University Hannover, Germany. He also holds the position of Executive Director at the Institute of Photogrammetry and GeoInformation (IPI), one of the leading research institutions in geospatial sciences within the faculty. His leadership extends across multiple committees including the Curriculum and Teaching Committee, Admissions and Examination Boards for Geodetic Science and Geoinformatics, and Navigation and Environmental Robotics. As a Professor at IPI, he maintains active research while overseeing significant academic and administrative responsibilities at the university. Professor Heipke's research spans multiple domains within geospatial sciences, with particular emphasis on: Advanced photogrammetric techniques and algorithms Remote sensing applications for environmental monitoring Computer vision approaches for geospatial data analysis Urban development monitoring using satellite imagery Machine learning applications in geoinformatics Disaster prediction and management systems His recent scholarly output reveals a strong focus on integrating cutting-edge computer vision and deep learning techniques with traditional photogrammetric methods. Analysis of his 15 most recent publications shows a clear trajectory toward more sophisticated AI-driven approaches for processing geospatial data, with particular attention to time-series analysis, uncertainty quantification, and multi-view systems. His work bridges theoretical advancements with practical applications in flood forecasting, deforestation monitoring, urban planning, and construction materials analysis. The geographic scope of his research has expanded significantly, with recent projects focusing on international case studies in the Philippines and tropical regions. Professor Heipke leads the Institute of Photogrammetry and GeoInformation, a major research hub that has celebrated 75 years of contributions to the field. His leadership extends to the Graduiertenkolleg 2159: "Integrity and Collaboration in Dynamic Sensor Networks," where he serves as a professor overseeing doctoral research. The institute maintains state-of-the-art facilities for processing satellite imagery, aerial photography, and developing novel algorithms for geospatial data analysis. Under his direction, the institute has strengthened its international collaborations and interdisciplinary research approaches, particularly in addressing Sustainable Development Goals through geospatial technologies.

Petra Kuppersمشاهده پروفایل

استاد

• Disability Studies
• Performance Art
• Ecocriticism
• +۴ مورد دیگر

Petra Kuppers is a Professor at the University of Michigan, specializing in disability culture, performance art, and ecocriticism. She holds a PhD from Falmouth College of Art/Plymouth University (1999) and is affiliated with multiple departments, including English, Drama, and Gender Studies. Her work bridges academic research with community-based performance, emphasizing socially just futures through art. Key roles include Artistic Director of The Olimpias, co-founder of Turtle Disco, and a Just Tech Fellow (2024–2026) for 'Planting Disabled Futures,' a VR project blending disability culture and environmental ethics. She teaches graduate courses on disability studies and creative writing, advising students through a monthly 'Research Coven.' Kuppers has authored influential books like *Disability and Contemporary Performance* (2003) and *Eco Soma* (2022), recognized with awards such as the Guggenheim Fellowship and ATHE Book Prize. Her poetry collections, including *Gut Botany* (2020) and *Diver Beneath the Street* (2024), explore intersections of disability, ecology, and true crime. Her research spans crip ecologies, archival activism, and somatic methods, with recent projects including *Crip/Mad Archive Dances* and participatory events like 'Crip Drifts.' She emphasizes accessibility in performance, digital art, and public engagement, often collaborating with Indigenous communities and global disability collectives.

• Second Language Acquisition
• Language Teaching Methodology
• Research Methodology in Applied Linguistics
• +۷ مورد دیگر

Alison J. Mackey is Professor and Chair of the Department of Linguistics at Georgetown University, College of Arts and Sciences. She is a leading scholar in second language acquisition (SLA), with a focus on interaction, feedback, research methodology, and language learning across the lifespan. Her research interests include second language acquisition , task-based language teaching , research methodology , interaction and corrective feedback , and language learning in children and adults . She has published extensively in top-tier journals and book series, shaping methodological standards in the field. Her recent publications reflect a strong trend in methodological rigor , interactionist approaches , and practical applications of SLA research. Themes include data elicitation , stimulated recall , task design , and pragmatic development , spanning both theoretical and classroom-based inquiry. Mildenberg Prize (2012) for The Handbook of Second Language Acquisition American Association for Applied Linguistics Distinguished Scholarship and Service Award International Association of Task-based Language Learning and Teaching Distinguished Achievement Award CHOICE Outstanding Academic Title (2012) Alison Mackey has advised numerous scholars through co-authorship and editorial leadership. She is Editor-in-Chief of Cambridge University Press Annual Review of Applied Linguistics and Editor of the Routledge Second Language Research series, guiding the publication of cutting-edge research. While specific grants are not listed, her editorial work and high citation count (>35,000) reflect significant research impact and funding support. She leads and contributes to major research initiatives such as the IRIS Repository , promoting open-access research instruments in SLA. Her work fosters collaboration across institutions and supports methodological transparency and replication in the field.

• Development Economics
• Labour Economics
• Political Economy
• +۷ مورد دیگر

Gustavo J. Bobonis is a Professor in the Department of Economics at the University of Toronto, with affiliations at the Munk School of Global Affairs and Public Policy. He holds a Ph.D. from the University of California, Berkeley (2005) and a B.A. from the University of Puerto Rico at Rio Piedras (2000). He co-directs the Forward Society Lab and is actively involved in research on development, labor, political economy, and economic history. Research Interests: His work focuses on development economics, particularly the impact of public policies on poverty, violence, education, and governance. He employs rigorous empirical methods, including field experiments and quasi-experimental designs, to analyze issues such as intimate partner violence, corruption, clientelism, and human capital accumulation. His research is geographically concentrated in Latin America and Puerto Rico. Recent Research Trends: His recent publications and working papers (2022–2025) demonstrate a strong focus on institutional reform, including anti-corruption audits, domestic violence courts, and education management. He also investigates long-term social impacts of welfare programs and climate adaptation strategies. His interdisciplinary approach bridges economics, public policy, and social science. Scientific Awards: U of T Department of Economics Faculty Award for Excellence in Undergraduate Teaching, 2015 John C. Polanyi Prize in Economic Science, 2009 National Academy of Education / Spencer Foundation Postdoctoral Fellow, 2008 Advising and Grants: While specific student names are not listed, he advises graduate students through the Honours Essay and research workshops. He leads collaborative research projects funded through grants and affiliations with J-PAL and BREAD, often involving large interdisciplinary teams. His work includes randomized evaluations and long-term follow-ups, suggesting sustained funding and research support. Labs and Teams: He co-directs the Forward Society Lab, which likely supports policy-relevant research on social development. He frequently collaborates with economists such as Paul Gertler, Marco Gonzalez-Navarro, Simeon Nichter, and Luis R. Cámara Fuertes. His affiliations with J-PAL and BREAD indicate integration into major global research networks focused on development and poverty alleviation.

Juliet Bennettمشاهده پروفایل

پژوهشگر ارشد

• Social and Ecological Justice
• Climate Change
• Global Inequality
• +۸ مورد دیگر

Dr Juliet Bennett is a Research Fellow at the Sydney Centre for Healthy Societies (SCHS) and Charles Perkins Centre, University of Sydney. Her work bridges process philosophy with systemic interventions for social and ecological wellbeing. She holds a PhD in Peace and Conflict Studies, focusing on paradigm shifts from static to process thinking. Previously, she managed collaborative research at Sydney Policy Lab and directed the Sydney Peace Foundation. Education: PhD (Peace and Conflict Studies), MPhil/MA (Peace and Conflict Studies). Teaching includes units on peace studies, narratology, and structural violence at the University of Sydney and Lenoir Rhyne University. Research interests center on mitigating social/ecological injustice, structural violence, and climate change through critical sociology, contextual economics, and participatory methods. Current projects examine food systems and ultra-processed foods via critical social theory. Awards: 2020 Excellence in Teaching for 'Key Issues in Peace and Conflict Studies'. Memberships include Sydney Policy Lab, New Economic Networks Australia, and the International Peace Research Association. Publications span process philosophy applications, climate policy, and participatory research methods. Her work advocates for systemic transformations toward ecological civilization through interdisciplinary collaboration.

Annouchka Bayleyمشاهده پروفایل

دانشیار

• Posthumanism
• New Materialism
• Arts-Based Educational Research
• +۶ مورد دیگر

Annouchka Bayley is an Associate Professor at the Faculty of Education, University of Cambridge, specializing in posthuman pedagogy, new materialist philosophies, and artistic research methodologies. She chairs the Arts and Creativities Research Group and previously directed the Arts, Creativities and Education MPhil programme (2021-24) and led the Doctoral Research Training Programme. PhD from University of Warwick BA Hons from SOAS MRes from University of Warwick Her research explores: Posthuman and new materialist approaches to education Decolonial epistemologies for educational development Postqualitative research practices in higher education Digital pedagogy and augmented reality applications Embodied and affective learning methodologies Recent publications examine diffractive knowledge production, digital materiality, and postpandemic educational futures. Key collaborative works include: Diffracting New Materialisms (2023, Palgrave Macmillan) Posthuman Pedagogy (2018, Parallax journal) Current teaching focuses on: Postgraduate courses in Arts, Creativities and Education Doctoral research training Advanced research methods Labs/Teams: Arts and Creativities Research Group CRiCLE Network (Creativities in Education) Diffractive Methodologies Collective

Rex Yingمشاهده پروفایل

استادیار

• Graph Neural Networks
• Geometric Representation Learning
• Explainable AI
• +۳ مورد دیگر

Rex Ying is an Assistant Professor in the Department of Computer Science at Yale University's School of Engineering & Applied Science. He leads research in graph neural networks, geometric representation learning, and explainable AI, with applications spanning physical simulations, biology, knowledge graphs, and recommender systems. His lab actively recruits PhD students interested in geometric deep learning, graph neural networks, and trustworthy AI. Dr. Ying received his PhD in Computer Science from Stanford University under Jure Leskovec, with a thesis titled "Towards Expressive and Scalable Deep Representation Learning for Graphs." Prior to that, he graduated from Duke University in 2016 with highest distinction, majoring in Computer Science and Mathematics. His research focuses on three interconnected areas: advancing graph neural network architectures for improved expressiveness, scalability, and interpretability; innovating in geometric representation learning for data with diverse characteristics; and developing real-world applications across scientific domains. He has pioneered influential algorithms including GraphSAGE, PinSAGE, and GNNExplainer, and developed the first billion-scale graph embedding services at Pinterest as well as graph-based anomaly detection algorithms at Amazon. His recent publication trends show a strong focus on hyperbolic geometry for foundation models, non-Euclidean representation learning, and multimodal applications in computational biology. The research demonstrates increasing integration of geometric deep learning with large language models and foundation model architectures. KDD 2022 Dissertation Award 2019 Baidu Scholarship in Artificial Intelligence Dr. Ying actively serves the research community as a committee member for major conferences including AAAI, ICML, NeurIPS, ICLR, KDD, and WebConf for over seven years, and as area chair for LoG 2022. He co-leads the open-source PyTorch Geometric project and has organized numerous workshops on graph learning. His industry collaborations include Pinterest, Amazon, Facebook AI Research, DeepMind, Siemens, SLAC National Accelerator Laboratory, and Saudi Aramco. He teaches "Deep Learning for Graph-Structured Data" at Yale and mentors students in developing cutting-edge graph learning algorithms. His research lab collaborates with both academic institutions and industry partners to advance the state-of-the-art in graph representation learning, with particular emphasis on geometric deep learning and its applications to scientific discovery and real-world systems.

• Empirical Aesthetics
• Cognitive Psychology
• Neuroaesthetics
• +۴ مورد دیگر

Helmut Leder is a Professor at the University of Vienna, specifically within the Faculty of Psychology's Department of Cognition, Emotion, and Methods in Psychology. He serves as Head of the Vienna Cognitive Science Hub, integrating interdisciplinary approaches to study aesthetic experiences and cognitive processes. His academic profile includes teaching courses in General Psychology, Cognitive Psychology, and Neurosciences, alongside supervising master's and doctoral thesis seminars focused on perception and neuroaesthetics. Key Research Areas : Empirical Aesthetics, Cognitive Psychology, Visual Perception, Cross-Cultural Psychology, Urban Art Impact, Mental Imagery Studies Methodological Focus : Eye-tracking, Machine Learning Analysis, Cross-Cultural Comparisons, Field Experiments, Neuroimaging Recent Contributions : Investigated urban art's role in stress reduction, developed network models of aesthetic experiences, explored non-visual color navigation for the blind, and applied machine learning to art evaluation. His work bridges psychology with cultural studies, examining how aesthetic experiences shape well-being and cognitive processes. Current projects emphasize the neural and behavioral distinctions between real and imagined art encounters, while challenging traditional gender-based perception models.

Igor Krizمشاهده پروفایل

استاد

• Algebraic Topology
• Stable Homotopy Theory
• Equivariant Topology
• +۵ مورد دیگر

Igor Kriz is a Professor of Mathematics at the University of Michigan, specializing in algebraic topology. He is affiliated with the Department of Mathematics within the College of Literature, Science, and the Arts (LSA). His research focuses on advanced topics in algebraic topology, particularly stable homotopy theory and related areas. Kriz received his Ph.D. from Charles University in 1988. His academic journey has led him to become a prominent researcher in algebraic topology, with significant contributions to the field over several decades. Professor Kriz's primary research interests lie in algebraic topology , which studies topological spaces through algebraic invariants. He specializes in equivariant stable homotopy theory, Mackey functors, cobordism, and motivic homotopy theory . His work involves calculations of stable homotopy groups and other generalized homology theories, including Morava K-theories of classifying spaces of finite groups. He has made significant contributions to the study of operads and structures up to homotopy, with applications extending to differential geometry and physics, particularly string theory. His research often bridges multiple mathematical disciplines, creating connections between topology, algebra, and geometry. His recent publications (2022-2025) demonstrate a strong focus on equivariant topology and its connections to algebraic structures. Kriz frequently collaborates with researchers like P. Hu, P. Somberg, and others, producing work that explores the intersection of homotopy theory with representation theory and algebraic geometry. His research program shows consistent evolution from foundational work in stable homotopy to more recent applications in motivic contexts and topological Hochschild homology. Professor Kriz teaches both undergraduate and graduate courses at the University of Michigan. His teaching portfolio includes Math 425 (Introduction to Probability), Math 592 (Introduction to Algebraic Topology), and advanced graduate courses Math 695 and Math 696 (Algebraic Topology I and II). His course materials are regularly updated, reflecting his commitment to education in mathematical topology. Based in East Hall (room 3846) at the University of Michigan, Professor Kriz maintains an active research program while contributing to the academic community through teaching and mentorship. His work continues to advance our understanding of complex topological structures and their algebraic representations.

Maisha T. Winnمشاهده پروفایل

استاد

• Restorative Justice in Education
• Black Education and Literacy Studies
• Social Justice and Equity in Education
• +۴ مورد دیگر

Maisha T. Winn serves as the Excellence in Learning Graduate School of Education Professor at Stanford University and is Faculty Director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She leads the Futuring for Equity Lab as Principal Investigator and holds significant leadership positions including President-Elect of the American Educational Research Association and membership in the National Academy of Education. Dr. Winn's research examines how non-dominant youth and communities develop literate trajectories across historical and contemporary settings. As an ethnographer by training, she investigates how communities depicted as under-resourced create their own educational practices, processes, and institutions. Her scholarship bridges historical analysis with contemporary educational practice to build more just, collaborative, and equitable futures in education. Her work spans restorative justice in education, Black literacy studies, and transformative justice approaches, with particular attention to the school-to-prison pipeline, independent Black institutions, and futures-oriented educational frameworks. Dr. Winn analyzes how historical educational models can inform contemporary practices that center community knowledge and cultural identity. Andrew W. Mellon Fellow at CASBS (2022-23) American Educational Research Association Fellow Member of the National Academy of Education Dr. Winn advises doctoral students including Christina Hewko and Misbah Naseer, and leads research initiatives focused on educational equity. Her Futuring for Equity Lab develops frameworks for understanding how marginalized communities have historically created educational spaces that affirm their identities and knowledge systems, with direct implications for contemporary educational practice and policy. Her research team collaborates with community organizations and schools to translate scholarly insights into practical applications that promote educational justice, particularly in areas of school discipline reform and literacy education for marginalized youth.

Jay David Bolterمشاهده پروفایل

استاد

• Augmented Reality
• Digital Culture
• History of Media
• +۳ مورد دیگر

Jay David Bolter holds the Wesley Chair of New Media and serves as Professor and Director of Computational Media at the Georgia Institute of Technology, where he is affiliated with the School of Literature, Media, and Communication within the Ivan Allen College of Liberal Arts. A foundational figure in digital media studies, he is renowned for his influential theoretical works and practical contributions to new media forms. His research spans Augmented Reality , Virtual Reality , Digital Culture , and the History of Media , with particular emphasis on remediation theory (developed with Richard Grusin) and the evolution of digital writing. As an active member of the Augmented Environments Lab, Bolter creates narrative-driven AR applications for cultural heritage sites and educational contexts, blending theoretical rigor with experimental design. His work consistently examines how new media technologies reshape human perception and cultural practices. Recent publications reveal a concentrated exploration of reality media (AR/VR) as narrative spaces, with articles addressing biofeedback integration in VR fitness, agency-driven interactive storytelling, and theoretical frameworks for understanding immersive experiences. His scholarship bridges historical media analysis with cutting-edge technical implementation, demonstrating how remediation processes continue to evolve in mixed reality environments. This trajectory reflects his lifelong investigation into the interplay between technological capabilities and human expression. Bolter maintains significant collaborative partnerships, including co-authoring seminal texts like Remediation and developing the Storyspace hypertext system with Michael Joyce. His leadership in the Augmented Environments Lab drives interdisciplinary projects that merge humanities perspectives with technological innovation, particularly in creating culturally resonant AR experiences. Teaching responsibilities include advanced courses in mixed reality design, computational media, and digital media theory, shaping the next generation of media scholars and practitioners.

David J. Crandallمشاهده پروفایل

استاد

• Computer Vision
• Machine Learning
• Artificial Intelligence
• +۵ مورد دیگر

David J. Crandall is the Luddy Professor of Computer Science at Indiana University's Luddy School of Informatics, Computing, and Engineering. He serves as Director of the Luddy Artificial Intelligence Center and leads the IU Computer Vision Lab. With joint appointments in Informatics, Cognitive Science, Data Science, and Statistics, his work spans computer vision, machine learning, and AI. He holds a Ph.D. from Cornell University and previously worked at Eastman Kodak Research Labs. His research focuses on developing statistical and machine learning methods to analyze visual information, including object recognition, human activity analysis in video, 3D reconstruction, social media mining, and computational studies of visual attention. Key applications include egocentric vision systems, social robotics for healthcare, and cross-disciplinary collaborations with developmental psychology. Recent publications demonstrate strong emphasis on egocentric video analysis (Ego4D), human-robot interaction (CHI/HRI), and explainable AI (IJCAI). Medical imaging, nanoscale security systems, and computational social science represent emerging interdisciplinary directions. His work consistently integrates deep learning with real-world applications in health, environmental monitoring, and cultural analytics. Tracy M. Sonneborn Award (2024) Distinguished Member of the ACM (2023) Luddy Professorship (2021) NSF CAREER Grant (2013) Trustees Teaching Award (2017) He has advised over 20 Ph.D. graduates, with current students working on computer vision, robotics, and AI ethics. Major grants include $20M for the NSF AI Institute on Engaged Learning, $4.4M for trusted AI research, and funding from NIH, Google, ONR, and NASA. He directs the Computer Vision Lab and collaborates with Selma Sabanović's robotics group on social agents for older adults.

Leonardo Franchiمشاهده پروفایل

مدرس ارشد

• Catholic Education
• Religious Education
• Teacher Formation
• +۵ مورد دیگر

Dr. Leonardo Franchi serves as a Senior Lecturer in Pedagogy, Praxis & Faith at the University of Glasgow's School of Education. He is an internationally recognized scholar in Catholic education, holding significant editorial roles including Series Editor for both Catholic Education Globally - Challenges and Opportunities (Springer) and Education and Integral Human Development (Catholic University of America Press). In September 2024, he was appointed co-convenor of the Scottish Catholic Historical Association and maintains an active role as Executive Member of the Association of Catholic Institutes of Education. Franchi's educational background includes a Master of Arts (Hons), Post Graduate Certificate in Education, Master of Education, Post Graduate Certificate in Academic Practice, and a PhD. His academic journey reflects both theoretical depth and practical teaching experience in educational settings. His research interests center on Catholic education with particular focus on religious education, teacher formation, and the integration of liberal arts in higher education. Franchi has made significant scholarly contributions through the Reclaiming the Piazza series and numerous publications exploring how Catholic educational philosophy can address contemporary challenges while maintaining theological integrity. His work consistently examines the intersection of faith, culture, and educational practice, with increasing attention to character formation, intercultural dialogue, and the application of Catholic social teaching to educational policy. Analysis of his recent publications reveals a consistent trajectory examining Catholic educational identity in pluralistic contexts, with growing emphasis on character formation, teacher professional identity, and the integration of Catholic intellectual tradition with contemporary educational challenges. His 2023-2025 work shows increased focus on Scottish Catholic educational history, the application of papal encyclicals to educational practice, and the role of music and arts in religious formation. Series Editor for Catholic Education Globally - Challenges and Opportunities (Springer) Series Editor for Education and Integral Human Development (Catholic University of America Press) Co-convenor of Scottish Catholic Historical Association (since 2024) Executive Member of Association of Catholic Institutes of Education (since 2016) Academic Adviser to Academic Advisory Forum for Religious Education Reform in England and Wales (2019-2022) Franchi actively supervises doctoral students on diverse topics including professional identity of Catholic school teachers, music and religious education, Jesuit educational charism, and solidarity in Jesuit higher education. His supervision portfolio demonstrates his commitment to both theoretical exploration and practical application in religious educational contexts. He has received grant funding, including £10,000 from Porticus UK to support academics from developing countries attending the ACISE 2018 conference. Franchi also serves on multiple editorial boards including Review of Religious Education, Formation and Theology, and Studia Pedagogica Ignatiana. His professional activities extend to international presentations, with keynotes at institutions including Australian Institute of Theological Education and Radboud University, demonstrating his global influence in Catholic educational discourse. Franchi also serves as Director of Mater Christi Multi Academy Trust in Lancaster and holds a 0.5 FTE position as Professor of Catholic Education at the University of Notre Dame Australia.

• Inclusive Education
• Special Education
• Rehabilitation Pedagogy
• +۸ مورد دیگر

Prof. Dr. Teresa Sansour is a full Professor of Pedagogy and Didactics in Cases of Intellectual Development Impairments with Special Consideration of Inclusive Educational Processes at the Institute for Special and Rehabilitation Education, Carl von Ossietzky University of Oldenburg. She joined the university in April 2020 and has held leadership roles including Vice Director for Teaching at the Center for Teacher Education (since October 2021) and Deputy Institute Director (since April 2025). Her academic affiliations reflect a deep commitment to inclusive and special education. Her research focuses on educational interactions in the context of intellectual disabilities, inclusive subject didactics, the participation of people with complex disabilities, and the professionalization of educators and prospective teachers. Key research areas include inclusive literacy, art education, teacher motivation, and social integration. She leads significant funded projects such as Literary Texts in Simple Language (LiES) and Lighthouses for Participation , both aimed at enhancing inclusion for people with disabilities. The recent publications of Prof. Sansour span topics such as school absenteeism in autism, self-concept in intellectual disabilities, inclusive art education, and participation models. Her work demonstrates a strong interdisciplinary and applied focus, combining qualitative methods with pedagogical innovation. She frequently publishes in peer-reviewed journals and edited volumes on special education, inclusive didactics, and disability studies. Member, German Society for Educational Research (DGFE), Section Special Education Member, Network for Complex Disabilities e.V. Chair, Advisory Board of the Georg-Leffers-Stiftung Chair, Association for the Promotion of Pedagogical Rehabilitation and Social Integration of People in Risk Situations Board Member, German Interdisciplinary Society for Research Promotion for People with Intellectual Disabilities (DIFGB) Prof. Sansour actively contributes to academic leadership and teacher training. She serves as program coordinator for the Bachelor’s in Special Education and accreditation officer for the Special Education/Social Studies cluster. Her work includes advising on inclusive curricula, fostering research collaborations, and securing external funding for inclusive initiatives. She has not received explicitly mentioned scientific awards in the provided text. She is involved in multiple collaborative research teams and projects focused on inclusion, literacy, and disability rights.

Cezary Kaliszykمشاهده پروفایل

استاد

• Automated Reasoning
• Formal Methods
• Formalized Mathematics
• +۷ مورد دیگر

Cezary Kaliszyk is a Professor in Theoretical Computer Science at the University of Melbourne, previously affiliated with the University of Innsbruck. He is actively involved in research and leadership in formal methods, automated reasoning, and machine learning for theorem proving. Research Interests: Automated Reasoning and Interactive Theorem Proving Formalized Mathematics and Proof Automation Machine Learning for Logic and Theorem Proving Integration of AI with Proof Assistants (Coq, Isabelle) Dependent Type Theory and Higher-Order Logic His recent publications (2023–2025) span topics in dependently-typed logic, learning for proof guidance, formalization of surreal numbers, and blockchain-based formal methods. The works consistently bridge formal logic with machine learning, emphasizing automation, explainability, and cross-system integration. Scientific Leadership and Projects: Principal Investigator, ERC project FormalWeb3 Lead Developer, CoqHammer , Tactician , ProofWeb WG5 Leader, COST Action EuroProofNet (until 2024) Contributor to HOL(y)Hammer , Isabelle Enigma He supervises multiple PhD students and has mentored several graduates in formal methods and AI. He teaches courses in theoretical computer science, logic, and machine learning. There are no listed awards in the provided data, but his extensive publication record and project leadership indicate significant recognition in the field. Labs and Research Groups: He leads a research group focused on formal methods and learning-based reasoning, collaborating internationally on projects involving proof automation, formal libraries, and semantic technologies.