Alexandra Horowitz is a Senior Research Fellow and Adjunct Associate Professor at Barnard College. She has been teaching since 2004, specializing in dog cognition and olfactory research. Her academic roles span the Departments of English and Psychology, reflecting her interdisciplinary focus on animal behavior and human-animal interactions. Education: M.S. and Ph.D. in Cognitive Science from UC San Diego; B.A. in Philosophy from the University of Pennsylvania. Research interests include naturalistic observations of dog social play, testing anthropomorphic assumptions, and characterizing canine olfactory abilities. She has authored influential books like Inside of a Dog and Being a Dog , exploring how dogs perceive the world. Her work frequently appears in top journals and media outlets, including the New York Times and TED-Ed. Recent articles highlight studies on dog navigation, play behavior, and olfactory perception. She has been recognized as among the Top 2% of Cited Authors globally. Her presentations and lectures span academic conferences, museums, and public forums, emphasizing science communication.
Karl Gustafsson is a Professor at Stockholm University within the Department of Economic History and International Relations. His work bridges security studies , collective memory , and digital research methods in international relations. Current Role: Professor of International Relations, Stockholm University Previous Positions: Post-Doc at Lund University, Researcher at Swedish Institute of International Affairs Visiting Appointments: University of Tokyo, Osaka University, Keio University, Academia Sinica, Nordic Institute of Asian Studies Research Focus: Karl specializes in memory politics , ontological security , and anxiety-driven international dynamics , particularly in Sino-Japanese relations and digital platforms . His studies explore how historical narratives and online memory construction influence state identity and policy. Awards & Grants: Recipient of the Wang Gungwu Prize (2014) and Stockholm University Association’s award (2011). Holds Swedish Research Council and Marianne & Marcus Wallenberg Foundation grants for projects on apologies in international politics and digital memory in East Asia . Publications: His work appears in journals such as International Studies Quarterly , European Journal of International Relations , and Memory Studies , addressing topics like narrative power in East Asia, anxiety’s role in policy change , and digital humanities applications in IR.
Christopher Potts is Professor and Chair of Linguistics at Stanford University, with a courtesy appointment as Professor of Computer Science. He serves as Director Emeritus of the Stanford Center for the Study of Language and Information (CSLI) and leads the Pragmatic Enrichment & Contextual Interface Lab. His work bridges theoretical linguistics and computational approaches to language understanding. Education: B.A. in Linguistics from New York University (1999) Ph.D. in Linguistics from University of California, Santa Cruz (2003) Potts' research focuses on how computational methods can illuminate linguistic phenomena, particularly in the areas of semantics, pragmatics, and sentiment analysis. His work explores how emotion is expressed in language and how linguistic production and interpretation are influenced by context. He has made significant contributions to understanding conventional implicatures, sentiment analysis frameworks, and the application of neural networks to linguistic problems. His recent work has increasingly focused on the interpretability of large language models and the development of frameworks like DSPy for building reliable AI systems. An analysis of Potts' recent publications reveals a strong trend toward the intersection of linguistic theory and practical AI applications. His work spans theoretical linguistics (e.g., compositionality, preposing constructions), neural network interpretability, and practical NLP systems (e.g., ColBERT, DSPy). The research demonstrates consistent focus on making language models more transparent, controllable, and linguistically informed, with particular attention to how context shapes meaning. Scientific Awards: Best Paper Award at 2024 ACL for 'Mission: Impossible Language Models' Outstanding Paper Award at 2024 ACL for 'CausalGym' ACL Test of Time Award 2023 Dean's Award for Distinguished Teaching (2015-2016) Best New Data Set or Resource Award at 2015 EMNLP Potts has secured numerous research grants as PI or Co-PI from major organizations including Google, Amazon, NSF, Office of Naval Research, and Stanford's HAI institute. His current projects focus on evaluation of retrieval-augmented generation systems, LLM-mediated communication in organizations, interpretability techniques for language models, and frameworks like DSPy for building next-generation AI systems. He has mentored numerous researchers who have gone on to make significant contributions in NLP and computational linguistics. As Director of CSLI (2013-2020) and current Chair of Linguistics at Stanford, Potts has played a key leadership role in shaping interdisciplinary research at the intersection of language, computation, and cognition. His Pragmatic Enrichment & Contextual Interface Lab continues to be a hub for innovative research combining formal linguistic theory with cutting-edge computational methods.
Verena Zimmermann serves as Assistant Professor (Tenure Track) for Security, Privacy and Society at ETH Zurich within the Department of Humanities, Social and Political Sciences. She leads the Security, Privacy and Society research group, focusing on human-centered approaches to safety, IT security, and privacy challenges in emerging technologies. Her academic foundation includes a PhD in Usable Security from TU Darmstadt, where her dissertation From the Quest to Replace Passwords towards Supporting Secure and Usable Password Creation earned dual awards from the German Association for Data Protection and Data Security (GDD) and the Ernst-Ludwigs-Hochschulgesellschaft. Zimmermann's research pioneers the shift from viewing humans as security vulnerabilities to recognizing them as integral solutions. Her work spans password security, phishing interventions, smart home privacy, and cybersecurity education, consistently applying human factors principles to design systems that align with natural user behavior. Current projects explore emotional dimensions of security engagement, quantum governance frameworks, and LLM-related privacy concerns through interdisciplinary lenses combining computer science, psychology, and safety science. Recent publications reveal strong thematic trends toward understanding user motivations in security behavior, developing personalized training through augmented reality and adaptive systems, and translating safety science principles to cybersecurity incident management. Her work increasingly addresses societal implications of emerging technologies like quantum computing and generative AI. Her distinguished recognitions include: GDD Dissertation Award for Usable Security research Ernst-Ludwigs-Hochschulgesellschaft Dissertation Award IANUS Award (2nd place) for Moving from a 'Human-as-Problem' to a 'Human-as-Solution' Cybersecurity Mindset Zimmermann actively mentors through ETH's Human-Centered Security and Privacy Lab while collaborating internationally with institutions including ATHENE (German National Center for Applied Cybersecurity), Abertay University's Cybersecurity Division, and the Safety Science Innovation Lab. Her research receives support from Swiss and European funding bodies focused on privacy-preserving technologies and organizational security behavior. At ETH Zurich, she directs the Security, Privacy and Society group which employs design thinking, LEGO Serious Play, and mixed-methods research to tackle real-world security challenges. The team partners with industry stakeholders to develop practical solutions for phishing resistance, smart home privacy, and cybersecurity education while maintaining strong ties to the Research Training Group 2050 Privacy and Trust for Mobile Users.
Yvonne Rogers is a Professor of Interaction Design and Director of the UCL Interaction Centre (UCLIC), with a joint appointment as Deputy Head of the Department of Computer Science at University College London. She joined UCL in 2011 after holding professorships at the Open University (2006-2011) and Indiana University (2003-2006). Her pioneering work spans ubiquitous computing, interaction design, and human-computer interaction, with a current focus on human-centered AI. She co-authored the definitive 'Interaction Design' textbook (6 editions, 300,000+ copies) and serves as CTO of LetThink.com. Research interests center on designing technologies that enhance human cognition and daily activities: Ubiquitous Computing: Augmenting learning/work activities through pervasive technologies Human-AI Interaction: Developing AI systems that enhance human decision-making Health Technologies: Creating VR therapies and ADHD support systems Community Resilience: Designing tools for environmental monitoring and sustainable practices Publication analysis reveals three dominant trends: (1) VR applications for mental health (emotion regulation, ADHD support), (2) AI systems for cognitive augmentation, and (3) community-centered tools for healthcare/environmental challenges. Recent work demonstrates strong emphasis on vulnerable populations including children with ADHD, older adults, and postoperative patients. Major scientific recognition includes: International Member, National Academy of Engineering (2024) ACM SIGCHI Lifetime Research Award (2022) Royal Society Robin Milner Medal (2022) Royal Society Fellowship (2022) Microsoft Outstanding Collaborator Award MRC Suffrage and Science Award (2020) Triple Fellow status (ACM, BCS, CHI Academy) Advises PhD students including Leon Reicherts, Sheena Visram, and Tu Duong. Secured major grants including EPSRC Dream Fellowship on ageing/computing and led the Intel Collaborative Research Institute on Sustainable Connected Cities (2012-2018). Directs UCLIC research center and previously established the Pervasive Interaction Lab at Open University.
Dr. Qing Zhou is a Professor of Psychology at the University of California, Berkeley, and Director of the Culture and Family Study Lab. He received his Ph.D. from Arizona State University and specializes in understanding how cultural context, family dynamics, and temperament influence children's socio-emotional, academic, and executive function development, with a focus on immigrant families. Key research interests include: Developmental psychopathology Temperament and emotion regulation Family socialization and parenting Impact of bilingualism on child development Cultural values and migration effects on adjustment His work employs multi-method approaches, including questionnaires, behavioral observations, and neuropsychological testing, with ongoing projects like the NICHD-funded longitudinal study on dual language learners and the Chau Hoi Shuen Foundation-supported grandparent involvement research. Collaborations include scholars at UC-Davis, UC-Merced, Wellesley College, and institutions in France and Taiwan. Dr. Zhou has trained numerous students, including current doctoral candidates Xinyi Chen, Erika Roach, and Christopher Gys, as well as alumni at institutions like Harvard, Stanford, and UCSF. His lab's publications emphasize cross-cultural comparisons, longitudinal designs, and intervention implications for immigrant youth.
Martha Ann Bell is a University Distinguished Professor of Psychology and College of Science Faculty Fellow at Virginia Tech. She leads the Cognition, Affect, and Psychophysiology (CAP) Lab, focusing on developmental cognitive neuroscience and the integration of emotion and cognition in early development. Her work examines EEG/ECG biomarkers, executive function, temperament, and maternal-child interactions. Dr. Bell holds a PhD in Human Development from the University of Maryland (1992), an MS in Child and Family Studies from the University of Tennessee (1983), and a BS in Home Economics from Carson-Newman College (1978). She has held progressive roles from Assistant Professor (1996) to her current distinguished title. Her research interests include developmental changes in brain-behavior relations, neurophysiological correlates of emotion regulation, and longitudinal predictors of child development. Recent work explores maternal emotion coaching, EEG neuromarkers of ADHD, and the neurodevelopmental impacts of nutrition. Key awards include the Virginia Tech University Distinguished Professorship (2021) and College of Science Faculty Fellowship (2019–2025). Her publications span developmental psychobiology, neuroimaging methods, and temperament-behavior links. Dr. Bell’s advising and grants focus on interdisciplinary developmental science. The CAP Lab collaborates on projects involving infant neuroimaging, maternal-child physiology, and early childhood interventions.
Lauren A. Delisio is an Associate Professor of Special Education at Rider University's Department of Teacher Education. She has taught graduate and undergraduate courses in special education, inclusive practices, and assistive technology since 2015. Ph.D. in Exceptional Student Education (2015, University of Central Florida) Graduate Certificate in Autism Spectrum Disorders (2012, University of Central Florida) M.S. in Teaching (2005, Pace University) B.A. in Communications (2000, Rider University) Her research focuses on universal design for learning (UDL) , assistive technology , and inclusive education practices for students with autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), and intellectual disabilities. She has explored trauma-informed instruction, STEM accessibility, and evidence-based practices in inclusive classrooms. Her recent publications analyze UDL implementation, video prompting for independence, and pandemic impacts on inclusive education. She has received grants through the Department of Education's Office of Special Education Programs (OSEP) for Project LEAD and served as a doctoral intern with OSEP. Delisio has contributed to STEM research via video game integration for students with disabilities and supported alumni engagement through data collection. She collaborates with service providers, universities, and policymakers to improve educational outcomes for neurodiverse learners.
Douglas K. Snyder is a Professor in the Department of Psychological and Brain Sciences within the College of Liberal Arts at Texas A&M University. He previously served as Director of Clinical Training from 1991 to 2012 and has been internationally recognized for his research on marital assessment and outcome research on marital therapy, particularly through his development of the Marital Satisfaction Inventory. Dr. Snyder earned his bachelor's degree from Wittenberg University in 1974, received his doctoral degree from the University of North Carolina at Chapel Hill in 1978, and completed his internship at Duke University Medical Center. Prior to his appointment at Texas A&M, he served on the faculty at Wayne State University in Detroit and at the University of Kentucky in Lexington, where he also served as Director of Clinical Training and Associate Dean in the College of Arts and Sciences. Dr. Snyder's research emphasizes the assessment, treatment, and prevention of couple relationship distress. His work centers on the Marital Satisfaction Inventory, a multidimensional measure of relationship accord now published in several languages and used worldwide. His treatment research focuses on tailoring therapy to specific partner and relationship characteristics by integrating cognitive, behavioral, emotion-focused, and insight-oriented interventions. His specific clinical interests include treating difficult couples with emotional, behavioral, and health problems, with particular attention to military and veteran couples and those dealing with infidelity. Dr. Snyder's recent publications demonstrate continued leadership in couple therapy, with emphasis on evidence-based approaches, treatment of infidelity, military couples, and cross-cultural applications of couple assessment tools. His work spans theoretical advancements and practical clinical applications. Outstanding Research Publication Award, Association for Marriage and Family Therapy, 1991 Professor of the Year Award, Texas Psychological Association - Division of Students, 1993 Award for Distinguished Contributions to Family Psychology, American Psychological Association, 2005 Outstanding Contributions to Science Award, Texas Psychological Association, 2008 Distinguished Alumnae Award, University of North Carolina (Chapel Hill), 2012 Distinguished Psychologist Award for Lifetime Contributions to Psychotherapy, American Psychological Association, 2015 Fellow of the American Psychological Association (Divisions 5, 12, 19, 29, 43) Fellow of the Association for Behavioral and Cognitive Therapies Fellow of the Society for Personality Assessment Dr. Snyder has served as Editor of the Clinician's Research Digest and as Associate Editor for the Journal of Consulting and Clinical Psychology and the Journal of Family Psychology. His research has been supported by the National Institute of Mental Health, with significant focus on military couples and relationship distress. He has developed evidence-based approaches for assessing and treating relationship problems across diverse cultural contexts. Dr. Snyder is affiliated with the Personality Processes research cluster at Texas A&M University, focusing on objective personality assessment and clinical assessment of couples and families. His work bridges research and clinical practice, with emphasis on developing practical assessment tools and treatment approaches for clinicians working with distressed couples.
Paulo Blikstein serves as Associate Professor of Communications, Media and Learning Technology Design at Columbia University. Previously, he was Assistant Professor of Education and (by courtesy) Computer Science at Stanford University and co-founded the Lemann Center for Brazilian Education (2008-2018). Education: Ph.D. in Learning Sciences, Northwestern University (2009) M.A. in Media Arts & Sciences, MIT Media Lab (2002) M.Eng. in Electronic Engineering, University of São Paulo (2000) B.S. in Metallurgical Engineering, University of São Paulo (1998) His research pioneers constructionist learning environments through digital fabrication, educational robotics, and tangible interfaces—focusing on equitable access for underserved communities. Inspired by Paulo Freire and Seymour Papert, he develops open-source tools like the GoGo Board robotics platform and leads the global FabLab@School initiative establishing fabrication labs in schools across four continents. Current work emphasizes multimodal learning analytics to study student interactions in maker-centered classrooms. Publications reveal strong focus on democratizing invention through maker education, with recurring themes in constructionist theory application, multimodal assessment, and context-specific technology adaptation. Brazilian education reform and low-cost computational solutions form significant threads, particularly in 2016-2017 publications. Scientific Awards: Two Google Faculty Awards National Science Foundation Early Career Award (highest U.S. government honor for early-career scientists) Blikstein directs the Transformative Learning Technologies Lab (TLTL) and co-founded Stanford's Center for Educational Entrepreneurship and Innovation in Brazil. His FabLearn conference established the first academic forum on Maker Movement applications in education. While specific grant details aren't listed, the NSF CAREER Award signifies major federal research funding. He spearheads the FabLab@School project deploying advanced fabrication labs in K-12 institutions worldwide and founded the FabLearn conference series. His work integrates teams of engineers, educators, and designers to create scalable solutions for resource-constrained learning environments.
Bertrand Schneider is an Associate Professor of Education at Harvard University's Graduate School of Education (GSE). He holds a Ph.D. in Learning Sciences and Technology Design from Stanford University (2015) and previously served as a postdoctoral researcher at Stanford's Transformative Learning Technologies Laboratory. His research focuses on educational interfaces (e.g., augmented reality, tangible tools) and multimodal learning analytics, particularly in collaborative and informal learning environments. He investigates how technologies like gaze-tracking and motion sensors can assess student learning trajectories and improve instructional strategies in makerspaces and remote teaching contexts. Education : Ph.D., Learning Sciences and Technology Design, Stanford University (2015) Postdoctoral Researcher, Transformative Learning Technologies Laboratory, Stanford University Research Interests : Educational technologies (AR, tangible interfaces, multitouch) Multimodal data analysis (gaze, body movement, speech) Collaborative learning in formal/informal settings Remote teaching strategies using shared gaze visualizations AI applications in personalized feedback and misinformation discernment Key Contributions : Developed methodologies for capturing joint visual attention in collaborative learning Advocated for ethical implementation of multimodal learning analytics Explored AR's dual-edged impact on student engagement and collaboration Labs/Teams : Current research aligns with GSE's focus on innovative learning technologies Prior affiliation with Stanford's Transformative Learning Technologies Lab
Hyowon Gweon is an Associate Professor in the Department of Psychology at Stanford University. As the leader of the Social Learning Lab, her research focuses on how humans learn from others and help others learn, employing interdisciplinary methods including developmental, computational, and neuroimaging approaches. She holds a PhD in Cognitive Science from MIT (2012) and joined Stanford in 2014 after a postdoc at MIT. Her research interests span computational approaches to social learning, developmental psychology, neuroimaging, and education. She has received notable awards such as the APS Janet Spence Award (2020), James S. McDonnell Scholar Award (2018), and Marr Prize (2010). Her work explores topics like counterfactual reasoning, social cognition in infants, and embodied AI benchmarks. Labs/Teams: Social Learning Lab Key Themes: Prosocial behavior, theory of mind, cognitive development, and human-AI interaction. Her recent articles investigate infant gaze behavior, temporal reasoning in children, and strategic communication in preschoolers. Grants and advising details are not explicitly listed in the provided text.
Mark de Rond is Professor of Organisational Ethnography at Cambridge Judge Business School and Fellow of Darwin College, University of Cambridge. His work focuses on immersive ethnographic studies of human behavior in extreme contexts including war zones, high-stakes sports, and controversial social movements, revealing how individuals navigate challenging circumstances through compromise and sensemaking. His educational background includes a DPhil from the University of Oxford alongside advanced degrees in management and economics, photojournalism, documentary photography, biography, creative nonfiction, and prose fiction. This multidisciplinary training informs his unconventional methodological approach. De Rond's research centers on extreme context ethnography, examining how pressure-cooker environments expose fundamental organizational dynamics. His work spans military medicine (Camp Bastion fieldwork), elite sports (Cambridge Boat Race), Amazon river expeditions, and controversial practices like paedophile hunting. Key contributions explore negotiation, conflict resolution, serendipity, institutional persistence, and the emotional toll of fieldwork, often employing innovative methods like enactive ethnography and linguistic analysis of digital communities. His recent publications reveal a growing focus on digital vigilantism and the societal implications of extreme practices, with increasing interdisciplinary reach across organizational studies, criminology, medical anthropology, and sociology. The work demonstrates methodological creativity through linguistic analysis of Facebook groups, embodiment studies in extreme environments, and dream-based reflexive techniques. Scientific recognition includes: BEST ARTICLE AWARD FOR 2016 Favorite MBA Professor honors from Poets & Quants (2021, 2022) Guinness World Record for first unsupported Amazon row De Rond advises MBA students and delivers executive education to top law firms (Slaughter and May, Allen & Overy), professional services (McKinsey, KPMG), corporations (Sky, BT, Diageo), and NGOs (UNICEF, NHS). His negotiation training from Harvard Law School informs both academic work and university mediation practice. Current research involves collaborative teams studying paedophile hunting (featured in Sundance-nominated documentary Predators ) and high-performance sports organizations, with fieldwork requiring deep immersion in challenging environments. His research methodology involves embedded collaboration with diverse teams including medical personnel in conflict zones, elite rowers, and controversial activist groups, often pushing methodological boundaries through photojournalism and creative nonfiction approaches.
Nancy Jones is a Professor in the Department of Psychology at Florida Atlantic University's Charles E. Schmidt College of Science. Her research focuses on infant emotional development, maternal mental health, and neurophysiological markers of temperament and resilience. Education: Ph.D. in Human Development (University of Maryland, College Park), M.A. in Human Development (University of Maryland, College Park), B.A. in Psychology (University of Wisconsin, Madison) Research Interests: Dr. Jones investigates how maternal depression and socio-emotional interactions shape infant brain development, with a focus on EEG activity, heart rate variability, and alternative therapies like kangaroo care and mindfulness meditation. Her work also explores autism-related emotional processing and frontal lobe maturation. Recent Publication Trends: Her articles emphasize psychophysiological methodologies (EEG, heart rate variability), maternal-infant neurohormonal interactions, autism spectrum disorder markers, and interventions like mindfulness meditation to improve child neurodevelopment and stress regulation. Service & Collaborations: She serves on the Departmental Executive Committee, chairs grant review panels for NIH and NSERC, and advises journals in developmental psychology and psychopathology. She leads the WAVES Lab and chairs the Palm Beach County Breastfeeding Coalition.
Cecilia O. Alm is a Professor in the Department of Psychology within the College of Liberal Arts at Rochester Institute of Technology (RIT), where she serves as the Artificial Intelligence Program Director. She holds multiple leadership roles including Director of the Center for Human-aware AI and Director of the Computational Linguistics and Speech Processing Lab (CLaSP). Her institutional affiliations span the School of Information, Ph.D. Programs in Cognitive Science and Computing and Information Sciences, Department of Computer Science, and MS in Data Science program. Dr. Alm earned her Ph.D. from the University of Illinois at Urbana-Champaign. Her research focuses on human-centered artificial intelligence with particular emphasis on linguistic and multimodal sensing, affective computing, and natural language processing. She investigates how AI systems can better understand and respond to human communication through multimodal dialogue processing, with applications in accessibility, education, and healthcare. Her recent publications demonstrate a strong trend toward developing inclusive AI systems, particularly through projects addressing Deaf community needs (MULTICOLLAB-ASL), subtle emotion recognition (FUSE corpus), and bias mitigation in NLP. The work consistently integrates multimodal data streams (speech, gaze, gesture) to create more responsive human-AI interaction frameworks. Current research directions emphasize diversity in AI education, visual prosody in sign languages, and human-in-the-loop AI development. Dr. Alm leads several significant NSF-funded initiatives including the AWARE-AI program, IRES AI-PROWIL international research experience, and collaborative projects with Gallaudet University focused on Deaf scientist-centered AI research. She has secured over $2.5 million in external funding for her work on human-aware AI systems. She directs the CLaSP lab which provides research opportunities for PhD, MS, and undergraduate students, with graduates employed at major technology companies including Amazon, Apple, Microsoft, and Facebook. The lab focuses on real-world AI applications in accessibility, human-robot interaction, and multimodal communication systems.
