Mehrdad Nojoumian is an Associate Professor at Florida Atlantic University's College of Engineering and Computer Science, specializing in Security, Privacy, Trust, and Human-Autonomy Interaction. His research bridges computer science with FinTech and autonomous systems, focusing on cryptographic protocols, blockchain, and IoT security. PhD, University of Waterloo (Computer Science, 2012) MSc, University of Ottawa (Computer Science, 2007) BSc, Islamic Azad University (Computer Engineering, 2002) His research explores privacy-preserving mechanisms in autonomous systems, trust modeling in blockchain, and cross-disciplinary applications of cryptography. Recent work includes patents on adaptive driving modes and ongoing studies on IoT vulnerabilities and autonomous coordination. Notable awards include the Excellence and Innovation in Undergraduate Teaching Award (2023), NAI Induction (2022), and multiple Best Paper Awards . His publications span journals like Information and Computation and conferences such as GameSec and IEEE Blockchain . He mentors graduate students in cybersecurity bootcamps, high school outreach programs, and collaborative research projects funded by NSF , ARO-AFOSR , and AFRL . His lab emphasizes diversity and inclusion, particularly supporting underrepresented groups in STEM.
Dr Justine Howard is an Associate Professor in Education and Childhood Studies at Swansea University's Faculty of Humanities and Social Sciences. She holds Chartered Psychologist status and is an Associate Fellow of the British Psychological Society. Her research focuses on developmental psychology, educational psychology, and the role of play in early childhood development. With over 15 years of experience in higher education, she teaches and supervises PhD students in education-related topics. Her work emphasizes play-based learning, therapeutic play, and inclusive education. Notable contributions include publications on play's developmental benefits, teacher perspectives, and the implementation of play curricula. She has presented globally on topics like play advocacy and child well-being in crisis contexts. Awards include recognition from the British Psychological Society. Current PhD supervision includes projects on social justice in Bangladesh, music education impacts, and therapeutic play in healthcare settings. Howard's research spans international collaborations and policy engagement, such as advising on Welsh educational initiatives.
Dr. Todd D. Murphey is a Professor of Mechanical Engineering at Northwestern University's Robert R. McCormick School of Engineering and Applied Science. He serves as Director of Transformative Research and Director of the Master of Science in Robotics Program at Northwestern, leading initiatives in computational dynamics, control systems, and robotics. His work bridges engineering, neuroscience, and biomedical applications, with a focus on developing systems that interact effectively with humans and their environments. Dr. Murphey received his Ph.D. in Control and Dynamical Systems from the California Institute of Technology in 2002, with a thesis titled "Control of Multiple Model Systems." Prior to that, he earned a B.S. in Mathematics, summa cum laude, from the University of Arizona in 1997. Dr. Murphey's research centers on computational methods in dynamics and control, with applications spanning neuroscience, health science, robotics, and automation. His work in the Interactive & Emergent Autonomy Lab focuses on computational models of embedded control, biomechanical simulation, dynamic exploration, and hybrid control. The group develops mathematical approaches that lead to orders of magnitude improvement in computational efficiency for real-time implementation. Key application areas include assistive exoskeleton control, stabilization of energy networks, bio-inspired active sensing, entertainment robots, robotic exploration, and software-enabled stroke rehabilitation. Analysis of Dr. Murphey's recent publications reveals a strong emphasis on human-swarm interaction, algorithmic matter, and control of cyber-physical systems in uncertain environments. His work increasingly integrates information theory with physical systems, exploring how both autonomous and biological systems interact with environments to learn and improve behaviors. Recent trends show growing applications in rehabilitation technology, with particular focus on human-machine interaction in biomedical devices and embodied intelligence. Dr. Murphey has received numerous honors and awards for his contributions to robotics and engineering: Named Director of Transformative Research at Northwestern University (2025) Appointed IEEE Robotics and Automation Society Vice President of Publication Activities (2022) Co-recipient of Best Paper Award for IEEE Transactions on Robotics (2020) Appointed to Air Force Scientific Advisory Board (2019) Recipient of ABB Best Student Paper Award for CPL-SLAM research (2019) Cole-Higgins Award from Northwestern Engineering (2015) Dr. Murphey has supervised numerous graduate students including Taosha Fan, Giorgos Mamakoukas, and Ian Abraham, with research spanning robotic exploration using electrosense and mechanical contact, human-in-the-loop control, and shared control for rehabilitation devices. His lab has secured significant funding from the National Science Foundation, DARPA, and industry partners including Siemens and Ekso Bionics, supporting research in algorithmic matter, emergent behavior, and human-swarm collaboration. The Interactive & Emergent Autonomy Lab, led by Dr. Murphey, investigates how both autonomous systems and biological systems interact with their environments to learn and improve behaviors. Current projects include active learning and data-driven control, active perception in human-swarm collaboration, algorithmic matter and emergent computation, control for nonlinear and hybrid systems, cyber physical systems in uncertain environments, harmonious navigation in human crowds, information maximizing clinical diagnostics, reactive learning in underwater exploration, robot-assisted rehabilitation, and software-enabled biomedical devices. The lab collaborates with researchers across Northwestern and institutions including Georgia Tech, MIT, and industry partners.
Gavin Schwarz is a Professor and Head of School at the School of Management and Governance within the UNSW Business School . He specializes in organizational change , organizational failure and inertia , and the dynamics of virtual teams , with a focus on how organizations fail during change processes and how to develop applied strategies for change management . His work spans diverse sectors including healthcare, technology, and education, with publications in leading journals such as Academy of Management Learning and Education and Administrative Science Quarterly . Education : PhD in Management (University of Queensland), MPhil (Hons) in Management (University of Auckland), BA in Management and English (University of Auckland). Grants : 2020 Brock University grant for "University communication in times of COVID-19" , 2020 UNSW Medicine grant for "Translation and change: Embedding effective change management in health" , and earlier Australian Research Council and Gordon J. Samuels Fellowship awards. His research explores the development of knowledge in organizational theories , with an emphasis on collective responses to change , HR management during crises , and technology strategy . He has contributed to understanding organizational communication , team innovation , and structural inertia . His 15 most recent publications cover topics from AI’s role in organizational change to pandemic-driven research adaptation, with keywords spanning management science , behavioral economics , and digital transformation . Scientific Awards 2021-2023 : Outstanding Reviewer Awards (Academy of Management Review) 2017-2020 : Best Reviewer Awards (Journal of Organizational Behavior) 2019, 2013, 2011 : Best Paper Finalist/Awardee (Academy of Management divisions) 2007, 2006 : Editorial Board Excellence (Academy of Management Journal) and Gordon J. Samuels Fellowship As an active supervisor in organizational change and HR development , his work supports healthcare innovation and digital transformation. He serves as Editor-in-Chief for the Journal of Applied Behavioral Science and is on the editorial boards of Academy of Management Review , Journal of Management , and Journal of Organizational Behavior . Contact: g.schwarz@unsw.edu.au
Seth Frey is an Associate Professor in the Department of Communication at the University of California, Davis, with affiliate status at Indiana University's Ostrom Workshop and as Research Director at Metagov. His research focuses on computational social science approaches to understanding self-governance in complex social systems, particularly through the lens of online communities as model institutions. Education: Ph.D. in Cognitive Science and Informatics (complex systems), Indiana University, 2013 B.A. in Cognitive Science, UC Berkeley, 2004 Research Interests: Frey specializes in computational approaches to institutional analysis and the cognitive science of strategic behavior . His work examines how communities design governance systems to overcome collective action problems, with emphasis on: Emergent institutional structures in digital commons Policy-as-data through NLP and institutional grammar frameworks Cognitive mechanisms underlying cooperative behavior Design principles for participatory change in online platforms His methodology integrates large-scale data analysis, web-based experiments, and computational modeling across diverse contexts including Minecraft, Reddit, and professional sports ecosystems. Publication Trends: Recent publications (2023-2025) demonstrate a cohesive trajectory toward computational institutional analysis, with increasing focus on NLP-driven policy analysis (e.g., NLP4Gov), decentralized governance architectures (DAOs, multi-level platform governance), and the cognitive foundations of collective action. His work consistently bridges theoretical institutional analysis with practical applications in digital community design, showing particular growth in translating Ostrom's design principles into computational frameworks. Awards: Honorable Mention Award for Best Paper at ACM CSCW 2019 Advising and Grants: Frey mentors students interested in data science applications at the intersection of communication, cognition, and complex systems, emphasizing resourcefulness and intellectual curiosity. His research has secured substantial funding from: National Science Foundation (NSF) NASA Ford Foundation Google Open Source Foundation He actively encourages aspiring graduate students with strong self-directed research skills to explore computational approaches to social phenomena. Labs and Teams: He leads the Computational Communication Lab at UC Davis and co-directs the Institutional Grammar Research Initiative. Through Metagov, he develops the 'Governance API' framework for modular community governance. His past affiliations include Disney Research (Walt Disney Imagineering) where he applied complexity science to theme park systems, and the New England Complex Systems Institute (NECSI). Current collaborations span Ethereum governance, Minecraft server ecosystems, and Colorado's cannabis monitoring infrastructure.
Jessica Glazier is an Assistant Professor in the Frances L. Hiatt School of Psychology at Clark University, Worcester, MA. She completed her Ph.D. and M.S. in Psychological Science at the University of Washington (2022 and 2019, respectively) and a B.A. in Psychology & Music from Albion College (2015). Her research focuses on challenging societal norms about social categories like gender, race, and sexual orientation, emphasizing inclusivity for marginalized groups such as transgender, multiracial, and asexual individuals. She employs methods from social, developmental, cognitive psychology, and interdisciplinary approaches like feminist and LGBT studies. Research Interests Exploring how social categorization affects perceptions and experiences of individuals who defy traditional norms Examining consequences of gender/racial essentialism on prejudice and discrimination Investigating gender development in youth, including transgender and cisgender children Addressing statistical methodology limitations in psychological science Recent Research Trends Her 2024 work highlights challenges in LGBTIQ+ research inclusivity and examines gender attitudes across diverse children. Recent projects (2023–2024) emphasize statistical frameworks for meaningful inference, intersectionality in harassment perceptions, and the role of adult beliefs in shaping children’s identity autonomy. Earlier studies (2019–2022) established foundational insights into gender categorization mechanisms and transgender children’s developmental similarities to cisgender peers. Teaching & Mentoring Teaches Advanced Social Psychology (PHD) and Statistics (undergraduate), prioritizing student learning through dedicated skill-building sessions. Mentored research assistants (e.g., Liza Moore, Martina Khurana) and supervised Elizabeth Abel’s honors project on race and gender essentialism. Actively supports early-career researchers via peer mentoring programs. Labs & Collaborations Conducts research within Clark University’s Frances L. Hiatt School of Psychology lab environments, collaborating with institutions like Northeastern University and international teams on child development and social categorization projects.
Bruna Damiana Heinsfeld serves as Assistant Professor of Learning Technologies within the Department of Curriculum & Instruction at the University of Minnesota's College of Education and Human Development. Her research critically examines the intersections of technology, society, and education through the lens of Critical Studies of Education and Technology (CSET), with emphasis on power dynamics and social justice implications. Her academic credentials include: Ph.D. in Interdisciplinary Learning and Teaching (Learning Design and Technologies concentration) from UTSA M.A. in Education (Digital Languages, Media and Education concentration) from PUC-Rio, Brazil Multiple Postgraduate Certificates from Brazilian institutions: Media Discourse Analysis, Ontology and Epistemology, Philosophy/Sociology/Social Sciences, and Distance Learning Management B.A. in English Language and Literature from UERJ, Brazil Dr. Heinsfeld's research program centers on critical discourse analysis of educational technology narratives across corporate, policy, and educational contexts. She investigates how technological discourses are constructed and operationalized, particularly regarding digital equity, participatory exclusion, and the sociopolitical dimensions of technology adoption. Her methodological approach combines Critical Discourse Analysis (CDA) with critical pedagogy to unpack ideological, cultural, and economic factors shaping educational technology implementations. She examines epistemological foundations of technological beliefs and challenges neoliberal narratives in EdTech through rigorous deconstruction of policy documents and marketing materials. Analysis of her recent publications (2019-2023) reveals consistent focus on corporate influence in educational technology, with particular attention to Google and Microsoft's marketing narratives, pandemic-era remote learning disparities, and Latinx student experiences. Her work demonstrates how technological solutions often reinforce existing inequalities through participatory exclusion mechanisms, while her policy analyses expose contradictions between equity rhetoric and actual implementation. Recurring methodological threads include discourse analysis of educational landscape reports and critical examination of public policy frameworks. No scientific awards were documented in the provided materials. As an advisor, Dr. Heinsfeld cultivates a supportive environment grounded in social justice principles, emphasizing critical consciousness development and student autonomy. Her advising philosophy centers on accessible feedback, interdisciplinary exploration, and preparation for meaningful societal engagement. She teaches foundational courses including CI 4311W Technology and Ethics in Society (examining algorithmic bias, privacy concerns, and AI ethics) and CI 8147 Critical Discourse Analysis in Educational Research (focusing on language-power dynamics in educational contexts). While specific research laboratories aren't detailed, her collaborative work spans international contexts with Brazilian institutions and U.S. colleagues, particularly evident in joint publications with researchers like V. Marone and M. Pischetola. Her research trajectory indicates ongoing critical engagement with emerging technologies like AI in education policy, as evidenced by upcoming 2025 conference presentations.
Cleotilde (Coty) Gonzalez is a Research Professor of Decision Sciences at Carnegie Mellon University, with primary affiliation in the Department of Social and Decision Sciences (SDS). She serves as the Founding Director of the Dynamic Decision Making Laboratory (DDMLab) and Research Co-Director of the NSF National Institute for AI for Societal Decision Making (AI-SDM). Her extensive academic affiliations include the Security and Privacy Institute (CyLab), the Societal Computing program in the Software and Societal Systems Department (S3D), the Human-Computer Interaction Institute (HCII) in the School of Computer Science, and the Center for Behavioral Decision Research (CBDR) and Center for Neural Basis of Cognition (CNBC). Dr. Gonzalez holds a Ph.D. in Management Information Systems and has developed Instance-Based Learning Theory (IBLT), a significant contribution to cognitive science that explains how people make decisions based on past experiences. Her research spans experimental studies and computational modeling of cognitive processes in dynamic decision environments, with applications in cybersecurity, human-machine teaming, and societal decision making. Her recent publications reveal a strong focus on human-AI collaboration, collective intelligence, cybersecurity, and cognitive modeling. The research trends show increasing integration of AI systems with human decision processes, particularly examining how humans and AI can complement each other in complex decision environments. Her work increasingly addresses cybersecurity challenges through behavioral science perspectives, exploring how cognitive models can improve defense mechanisms against social engineering attacks. Lifetime Fellow of the Cognitive Science Society Lifetime Fellow of the Human Factors and Ergonomics Society Member of the Governing Board of the Cognitive Science Society Member at Large of the Policy Council of the System Dynamics Society Committee member of the National Academies Division Committee for the Behavioral and Social Sciences and Education Dr. Gonzalez has mentored over 50 post-doctoral fellows and doctoral students, with many going on to successful careers in academia, government, and industry. Her research has been supported by major collaborative efforts including Collaborative Research Alliances (CRA) and Multi-University Research Initiative grants from the Army Research Laboratories (ARL) and Army Research Office (ARO), as well as projects with the Defense Advanced Research Projects Agency (DARPA). She directs the Dynamic Decision Making Laboratory, which conducts research involving laboratory experiments and cognitive computational models to derive theoretical conclusions about dynamic decision making and develop applications for societal problems.
Maarten Renkema is an Assistant Professor at the University of Twente, specializing in Artificial Intelligence (AI) and its intersection with Human Resource Management (HRM) , Healthcare , and Organizational Innovation . His research explores how AI transforms work design, employee autonomy, and HRM practices in formalized contexts. Key Research Themes: Algorithmic HRM and Digitalization Human-AI Collaboration in Healthcare Self-Managing Teams and Organizational Structures AI Literacy in Education Scientific Awards: Best Dissertation Award (2019) from the Dutch HRM Network Research Trends: His recent work focuses on AI adoption in HRM, ethical implications of algorithmic management, and redefining professional roles in AI-integrated environments. Articles from 2024-2025 highlight practical applications of AI in healthcare workflows, employee-driven innovation, and the evolving responsibilities of HR professionals. Collaborations: Active in cross-sector partnerships, including projects on AI literacy frameworks and talent management in sports. Regularly contributes to professional discourse through invited talks and media commentary on AI's societal impact.
Elisabet Langmann serves as Associate Professor and Department Head at Södertörn University, Sweden, specializing in Teacher Training with research bridging educational philosophy and classroom practice. Her work critically examines ethical dimensions of schooling and democratic values implementation. Langmann holds a PhD in Educational Philosophy from Örebro University (2013), where her dissertation explored pedagogical approaches to teaching tolerance while avoiding student marginalization. Her academic journey reflects deep engagement with continental philosophy and didactic theory. Her research centers on ambiguities in democratic values (tolerance, justice, responsibility) and their classroom implications, investigating how value conflicts manifest and how supportive teaching climates emerge. Methodologically, she integrates empirical classroom observations with philosophical analysis, drawing from phenomenology and critical theory to examine sensory, affective, and ethical dimensions of learning environments. Analysis of her 2021-2025 publications reveals three evolving trajectories: sustainability education exploring climate change pedagogy; sensory-phenomenological approaches to classroom climate; and continued refinement of tolerance education frameworks. These strands converge in examining how affective dissonance and bodily experiences shape ethical learning. Langmann actively secures research funding including two Swedish Research Council projects (2020-2023): as project leader for "Forms of Upbringing" investigating bodily dimensions in value conflict resolution, and as co-investigator in "How can schools reduce unequal educational opportunities?" examining school culture in disadvantaged areas. She mentors junior researchers through international networks rather than formal student supervision. She contributes significantly to academic infrastructure as board member of the Nordic Society of Philosophy of Education, co-convenor for NERA/EERA educational philosophy networks, and peer reviewer for 12+ journals including Studies in Philosophy and Education. Her leadership extends to international research collectives like PEDST and SCAPE, focusing on democratic sustainability transitions and cultural conflicts in education.
Camellia Zakaria is an Assistant Professor at the University of Toronto, holding appointments in the Biostatistics Division and Institute of Health Policy, Management, and Evaluation (IHPME) at the Dalla Lana School of Public Health (DLSPH), and the Faculty of Information (FoI). She was recently named Canada Research Chair (Tier 2) for mobile health solutions. Her research focuses on integrating mobile technologies and machine learning to develop equitable health monitoring systems. Education: University of Toronto (Present) University of Massachusetts Amherst (2020–2023) Singapore Management University (2014–2019) Research interests span mobile health, applied machine learning, and human-computer interaction, with a focus on creating inclusive health applications. Her work addresses challenges in environmental sensing, sleep monitoring, and mental health tracking through innovative sensor technologies and data analytics. Key articles (2024–2016) explore medical decision-making, aerosol emissions, and group behavior modeling. Her work has been recognized in venues like BMJ , IMWUT , and CHI . Awards : Canada Research Chair (Tier 2, 2024) Projects like StressMon and WATCHME highlight her commitment to scalable health monitoring systems. She collaborates on lab initiatives such as sensAILabs, advancing interdisciplinary health technology solutions.
Dr. Conny H. Antoni serves as a Senior Research Professor in Work, Industrial, and Organizational Psychology at the Department of ABO Psychology, University of Trier. Their research focuses on digital collaboration, team dynamics, and psychosocial risk management in modern work environments.
Elisa Santana Monagas is a Part-Time Substitute Professor at the Department of Psychology, Sociology and Social Work, Universidad de Las Palmas de Gran Canaria. She is affiliated with the Institute of Textual Analysis and Applications (IU IAText) and the ICP2 Project research group. Her research focuses on teacher-student communication styles, motivational messages in educational contexts, and their impacts on student motivation, academic performance, and psychological well-being. She employs sentiment analysis and longitudinal studies to explore reciprocal relations between teaching practices and student outcomes, particularly in secondary education settings. Her key research interests include developmental and educational psychology, with an emphasis on autonomy-supportive communication, relatedness in teacher-student relationships, and the role of emotional engagement in learning. She has contributed to understanding how classroom environments influence covitality, boredom reduction, and adaptive behaviors among adolescents. Notable contributions include analyzing reciprocal dynamics between motivational appeals and academic outcomes, gamification strategies in higher education, and the validation of assessment tools for teacher feedback. Her work bridges theoretical frameworks like self-determination theory with methodological innovations in sentiment analysis and needs-supplies fit processes. Elisa collaborates with interdisciplinary teams in the GIR IATEXT group, focusing on didactics and learning in specific educational contexts. She actively publishes in peer-reviewed journals and presents at conferences on topics such as teacher enthusiasm, empathetic communication, and the design of pedagogical interventions to enhance student well-being.
Nils Wilde is an Assistant Professor in the Faculty of Computer Science at Dalhousie University, Halifax, Canada. He specializes in robotics, AI, and human-computer interaction, with a focus on cognitive robotics, multi-robot systems, and human-robot interaction. His research integrates planning, optimization, control, and machine learning to develop interactive and adaptive robotic systems. His educational background includes: BSc and MSc in Computer Science or related field from Technical University Berlin (2012, 2016) PhD in Electrical and Computer Engineering from the University of Waterloo (2016–2020), co-supervised by Dana Kulić and Stephen L. Smith Postdoctoral Fellow at TU Delft (2021–2024) in the Autonomous Multi-Robots Lab with Javier Alonso-Mora Postdoctoral Fellow at the University of Waterloo’s Autonomous Systems Lab (until August 2021) Nils Wilde's research centers on enabling robots to learn from human feedback and adapt to user preferences in dynamic environments. His work spans preference learning , multi-objective planning , motion planning , task assignment in multi-robot systems , and human-robot interaction . He develops algorithms that allow robotic systems to balance competing objectives such as efficiency, safety, and user comfort, particularly in service robotics applications like hospitals and industrial facilities. His recent publications (2020–2024) demonstrate a strong trajectory in top robotics venues (T-RO, RA-L, ICRA, IROS, CoRL, CDC, WAFR), with a focus on multi-objective optimization, dynamic vehicle routing, sensor scheduling, and learning user preferences. A key theme is improving the quality of service in robotic systems by optimizing metrics like waiting times, statistical distinctness of plans, and user satisfaction, often through novel cost functions and learning frameworks. Nils is actively building a new robotics lab at Dalhousie University, with funded PhD positions and an interdisciplinary research environment. He is involved in organizing academic workshops, such as the upcoming 2025 RSS workshop on Multi-Objective Optimization and Planning in Robotics. He mentors prospective students and encourages applications from diverse backgrounds.
Karrie A. Shogren is the Ross and Marianna Beach Distinguished Professor at the University of Kansas. Her work focuses on self-determination for individuals with intellectual and developmental disabilities, emphasizing educational outcomes, policy, and inclusive practices. She holds a Ph.D. in Disability and Education from KU, an M.A. in Psychology from the University of Dayton, and a B.S. in Psychology from The Ohio State University (summa cum laude). Her research spans self-determination interventions, special education policy, and the intersection of disability and citizenship. Key areas include improving IEP goal attainment, evaluating technology-delivered interventions, and co-designing inclusive environments with disability communities. She advocates for supported decision-making alternatives to guardianship and has published extensively on measurement tools for self-determination. Dr. Shogren’s awards include the distinguished professorship, recognizing her contributions to advancing equity in education for marginalized groups. She collaborates internationally, adapting interventions across cultural contexts while prioritizing anti-racism and anti-ableism in transition services. Her work intersects with museum accessibility, telehealth mindfulness programs for adolescents with disabilities, and policy reforms to reduce educational segregation. She emphasizes practitioner partnerships, developing teacher coaching models to implement self-determination practices in inclusive classrooms.
.jpg)
