جست‌وجوی استاد و پژوهشگر

Matthew Louis Maurielloمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Ubiquitous Computing
• Sustainability
• +۷ مورد دیگر

Matthew Louis Mauriello is an Assistant Professor in the Department of Computer and Information Sciences at the University of Delaware , where he directs the Sensify Lab . He holds a PhD in Computer Science from the University of Maryland (2018) and completed postdoctoral work at Stanford University (School of Medicine, 2020; School of Public Policy & Environmental Engineering Department, 2019). Research interests span Human-Computer Interaction (HCI), Ubiquitous Computing, and User-Centered Design with applications in: Sustainability Human-Building Interaction Wearable Technology Personal Informatics Educational Game Design Mental Health Interventions Recent publications highlight trends in stress monitoring (skin-like biosensors, workplace wellbeing), energy auditing (thermography systems), and educational technology (block-based programming tools for teachers). His work appears in ACM CHI, ACM Human-Computer Interaction, and Building and Environment. Scientific awards include: Best Paper Honorable Mention, CHI 2016 Best Paper Honorable Mention, CHI 2015 Best of WebSci'18 Teaching at University of Delaware encompasses courses like Educational Game Design Operating Systems Advanced Web Technologies Computing for Social Good with a focus on project-based learning and systems thinking.

Michael Hornمشاهده پروفایل

استاد

• Educational Technology
• Computational Literacy
• Interactive Learning Environments
• +۳ مورد دیگر

Michael S. Horn is a Professor at Northwestern University with a joint appointment in Computer Science and the Learning Sciences. He directs the Tangible Interaction Design and Learning (TIDAL) Lab and coordinates the Learning Sciences PhD Program. His work focuses on leveraging interactive technology to design innovative learning experiences, such as tangible programming languages (e.g., Tern) and music-coding platforms (e.g., TunePad). He holds a PhD from Tufts University and has collaborated with institutions like the California Academy of Sciences and the Museum of Science, Boston. Education: PhD in Computer Science, Tufts University MS in Computer Science, Tufts University BS in Computer Science, Brown University Research Interests: Dr. Horn explores how emerging technologies can create engaging learning environments. His projects include museum exhibits (e.g., DeepTree, Build-a-Tree), educational tools for computational literacy (e.g., TunePad, Strawbies), and collaborative design with educators. Recent work emphasizes integrating music and coding to foster computational thinking. Publications: His recent work addresses computational thinking in STEM education, AI-driven qualitative analysis, and hybrid music-coding practices. Themes include equitable participation, teacher professional development, and immersive AR/VR tools for learning. Awards: Recipient of the 2018 Edith Ackermann Award for innovative work in child-computer interaction. His research has led to commercial products like Osmo Coding and Kibo Robotics. Grants & Labs: Principal investigator on NSF grants (e.g., #1612619, #1451762) and collaborator with labs like the Center for Connected Learning (CCL) and the Collaborative Technology Laboratory (CollabLab).

Yasmin Kafaiمشاهده پروفایل

استاد

• Computational Thinking
• Artificial Intelligence Education
• STEM Equity
• +۳ مورد دیگر

Yasmin Kafai is a Professor at the University of Pennsylvania's Graduate School of Education (GSE), Department of Learning Sciences. Her research focuses on computational thinking, AI education, and equitable K-12 computing pedagogy. She has pioneered work on integrating electronic textiles (e-textiles) and participatory design into STEM education to engage youth in critical perspectives of technology. Kafai's recent work emphasizes algorithmic literacy, youth-led auditing of machine learning systems, and bridging technical and societal dimensions of computing. Key research areas include: computational empowerment, AI ethics in education, youth agency in technology design, and culturally responsive computing curricula. Her projects often involve hands-on making activities, such as constructing generative AI models or debugging e-textile systems, to foster both technical and critical understandings. Publications from 2024-2025 highlight trends in youth engagement with generative AI, algorithm auditing frameworks, and the intersection of physical computing with growth mindset practices. She has also explored the role of storytelling methodologies in reimagining computing narratives for marginalized groups. Kafai collaborates extensively with teachers to develop scalable professional development programs addressing equity in CS education. Her work frequently appears in learning sciences and computing education journals, with a focus on practical classroom implementations and systemic educational reforms. Ongoing efforts include designing 'Hour of Code' activities that integrate critical AI literacy and fostering youth as co-designers of ethical technology solutions.

Laura Ascenzi-Morenoمشاهده پروفایل

استاد

• Bilingual Education
• Translanguaging
• Biliteracy
• +۷ مورد دیگر

Laura Ascenzi-Moreno serves as Professor of Bilingual Education and Bilingual Program Coordinator in the Childhood, Bilingual and Special Education Department at Brooklyn College, City University of New York (CUNY), School of Education. Her academic leadership focuses on developing educators capable of serving linguistically diverse student populations through equity-centered pedagogical frameworks. Her educational foundation includes a B.A. in Anthropology and Education from Swarthmore College (1994), an M.A. in Individualized Studies in Education from Harvard Graduate School of Education (1999), New York State Permanent Certification for PreK-6 (2002), a Bilingual ESL and Teacher Leadership Program from Bank Street College (2004), and a Ph.D. in Urban Education from CUNY Graduate Center (2012). Dr. Ascenzi-Moreno's research pioneers translanguaging applications across literacy instruction, assessment, and computational learning environments. She investigates how emergent bilinguals' linguistic repertoires can transform reading development, teacher knowledge construction, and multimodal assessment practices. Her work consistently centers equity through frameworks like syncretic reasoning and accompáñamiento, challenging deficit ideologies while promoting asset-based approaches to multilingual education. Analysis of her 2020-2024 publications reveals an accelerating interdisciplinary trajectory where translanguaging principles increasingly intersect with computer science education. This evolution demonstrates strategic expansion from foundational literacy research into computational literacies, with growing emphasis on co-design methodologies and teacher agency in developing multilingual CS curricula. Her scientific recognition includes the 2024 NCTE Outstanding Elementary Educator Award, Language Arts Distinguished Article Award, and major NSF grants totaling $1.3 million for computational literacy projects. Additional honors encompass Fulbright Scholarship work in Colombia, PSC-CUNY research awards, and Westinghouse Science Talent Search distinction. As Principal Investigator of NSF-funded PiLa-CS and former CUNY-NYSIEB Associate Investigator, she secures substantial grant support while mentoring teacher candidates. Her service includes NCTE Elementary Steering Committee leadership (2022-2026), journal reviewing, and Brooklyn's New York Teacher Table participation addressing educator recruitment/retention. Dr. Ascenzi-Moreno co-directs the Participating in Literacies in Computer Science project and maintains active collaboration with NYC schools through translanguaging professional development initiatives. Her work with the CUNY-NYSIEB project established foundational frameworks now implemented across New York bilingual programs.

• Learning Engineering
• Technology-Enhanced Learning
• Question-Based Learning
• +۱۲ مورد دیگر

Olof Bälter is a Professor in Computer Science at KTH Royal Institute of Technology, affiliated with the Division of Media Technology and Interaction Design within the School of Electrical Engineering and Computer Science. He is the founder of the Technology-Enhanced Learning research group and holds a focus on learning engineering and human-computer interaction. His research interests center on technology-enhanced learning , question-based learning , learning analytics , AI in education , and inclusive pedagogy . A consistent theme in his work is improving efficiency in education and daily life through digital tools. He developed the Pure Question-Based Learning (Pure QBL) methodology, a digital Socratic approach that enhances student engagement and learning outcomes. His work extends to wellness in education through initiatives like walking seminars, and he investigates digital interventions for mental health, such as online Cognitive Behavioral Therapy (CBT) courses. His recent publications highlight trends in AI-generated educational content , learning efficiency , digital pedagogy , and inclusive course design , with applications in computer science education, language instruction, and global development. His research often employs experimental and data-driven methods, including randomized controlled trials and learning analytics. Teacher of the Year at the Surveying program KTH's Pedagogical Prize Higher Education Hero STINT Excellence in Teaching Scholarship (2008 and 2013) Olof Bälter has supervised numerous courses in programming, computer science, media technology, and learning engineering. He has collaborated with institutions such as Stanford University, Williams College, Region Stockholm, Stockholm University, and organizations like Promobilia and Begripsam. His projects aim to scale effective learning methods globally and make education more accessible and efficient. He leads research on the effectiveness of Pure QBL for students with ADHD and is involved in developing digital tools for health literacy and professional development in Ethiopia and Rwanda. His work bridges theory and practice, aiming to transform educational delivery through innovation and evidence-based design.

Viktoriya Olariمشاهده پروفایل

پژوهشگر

• Computer Science Education
• Artificial Intelligence Literacy
• Data Literacy
• +۳ مورد دیگر

Viktoriya Olari is a researcher at the Didactics of Computer Science department, Freie Universität Berlin. Her work focuses on artificial intelligence literacy, data literacy, and digital education frameworks for K-12 and teacher training programs. She contributes to projects like ENKIS, DigiProMIN, and TrainDL, emphasizing interdisciplinary approaches to computer science education. Key Projects: ENKIS, AMI, Digi4All, siMINT, AI@IT2School Her recent publications address pedagogical methods for AI/data literacy integration, teacher professional development, and physical computing in education. She holds weekly consultation hours for students and maintains research partnerships across Germany. Research Themes: AI education in schools, data-driven pedagogy, digital transformation of teacher training

• Digital Media
• Artificial Intelligence
• Cognitive Science
• +۷ مورد دیگر

Brian Magerko is Professor of Digital Media in the School of Literature, Media, and Communication at Georgia Institute of Technology , where he also serves as Director of Graduate Studies for the Digital Media program and holds an adjunct appointment in the School of Interactive Computing . He directs the Expressive Machinery Lab and has led over $20 million in federally funded research at the intersection of cognition, computation, and creativity. Education Ph.D. Computer Science and Engineering, University of Michigan (2006) M.S. Computer Science and Engineering, University of Michigan (2001) B.S. Cognitive Science (minor Computer Science & Jazz Performance), Carnegie Mellon University (1999) Research Interests Dr. Magerko’s scholarship integrates cognitive science , AI , and computational media to investigate three core themes: (1) social and creative collaboration between humans and AI; (2) design of interactive narrative, music, and arts-based computational experiences; and (3) inclusive STEAM education that leverages personal expression—most notably through the widely-adopted EarSketch platform, which engages learners in computer science via music remixing and coding. Publication Trends Recent publications (2022-2025) reveal a surge in work on generative and co-creative AI systems , AI literacy frameworks , and accessible computing education . Studies span dance improvisation agents (LuminAI), inclusive design for blind and visually-impaired learners, and large-scale evaluations of creativity and learning outcomes in EarSketch classrooms across the United States. Awards & Honors Methods Paper Recognition, ACM CSCW 2022 Best Paper Award, ACM Creativity & Cognition 2021 & 2017 Ivan Allen College Researcher of the Year 2018 NCWIT Engagement Excellence Award 2017 Multiple Best Student Paper Awards (AIED 2021, ICCCI 2021) CETL Thank-a-Teacher Award 2008 Grants & Advising Dr. Magerko has served as PI or Co-PI on numerous NSF, NEA, and private foundation grants totaling more than $20 million. His projects fund interdisciplinary teams of graduate and undergraduate students, post-docs, and external collaborators, producing open-source software, museum installations, and K-12 curricula. Labs & Teams As head of the Expressive Machinery Lab , he mentors researchers creating AI partners for dance, drawing, music, and storytelling. The lab’s artifacts have been exhibited at the Smithsonian, ArtScience Museum Singapore, MoogFest, and other international venues.

Emily Bonnerمشاهده پروفایل

استاد

• Equity in Mathematics Education
• Parent Education
• Professional Development in High-Need Schools
• +۳ مورد دیگر

Emily Bonner is a Professor in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio (UTSA) and serves as the Associate Dean for Research and Faculty Affairs in the College of Education and Human Development (COEHD). Her work focuses on equity in mathematics education, professional development in high-need schools, and parent education. Ph.D. in Curriculum and Instruction (Mathematics Education), University of Florida, 2009 M.A.T. in Secondary Education/Special Education, Trinity University, 2002 B.A. in Mathematics, Trinity University, 2001 Bonner’s research emphasizes culturally responsive teaching, community-based interventions, and the role of parents in mathematics education. She has led projects like the Community Mathematics Project and the San Antonio Mathematics Collaborative (SAMC), addressing systemic inequities and teacher preparation gaps. Her recent publications highlight frameworks for teacher development, equity strategies in Hispanic-serving institutions, and adaptations to virtual learning environments. These works span mathematics education, pedagogy, and policy studies. Key grants include the Community Math Project ($3.7M, DOE), ReLaTe SA ($444,474, NSF), and Texas Higher Education Coordinating Board funding for SAMC. These support initiatives to strengthen teacher education and math proficiency in underserved communities.

Devery J. Rodgersمشاهده پروفایل

استادیار

• Educational Leadership
• Tech Equity
• Education Technology in PK-12
• +۱۰ مورد دیگر

Dr. Devery J. Rodgers is an Assistant Professor of Educational Leadership in the College of Education at California State University, Long Beach. Her work centers on equity, educational technology leadership, and culturally responsive practices in PK–12 and higher education. With over 20 years of experience as a K–12 administrator and teacher, she brings deep practical insight to her academic role. Education: Doctor of Education in Educational Leadership – University of Southern California Master of Arts in Education – Curriculum & Instruction – California State University, Dominguez Hills Bachelor of Arts in English and African-American Studies – University of California, Los Angeles Research Interests: Dr. Rodgers’ scholarship focuses on tech equity, leadership in education technology, culturally responsive leadership in STEM, and racial justice in education. She explores how digital tools can be leveraged equitably and how identity, particularly of Black students and educators, shapes educational outcomes. Publications and Research Trends: Her recent work spans pandemic pedagogy, AI bias, digital leadership, and mentorship. She frequently publishes in top journals and presents at AERA, ISTE, and NCORE. Her research consistently emphasizes equity, identity, and systemic change in education. Scientific Awards and Recognition: Recipient of the President’s/Provost’s EDI Grant Her graduate students have won 2nd place at the university-wide Grad SLAM competition (Melanie Gerner and Jaclyn Caballero) Advising and Grants: Dr. Rodgers actively mentors graduate students and leads research teams. She has secured institutional funding to study the experiences of Black graduate students and leads a data science team exploring algorithmic fairness in image diversity. She co-advises the Black/Pan-African Graduate Student Association, fostering community and support. Labs and Teams: She leads a data science research team focused on image diversity and algorithmic fairness, which has presented at the CSULB College of Natural Sciences and Mathematics Symposium. Her collaborative work integrates education, technology, and social justice.

Hari Subramonyamمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Artificial Intelligence in Education
• Learning Sciences
• +۴ مورد دیگر

Hari Subramonyam is an Assistant Professor (Research) at Stanford University's Graduate School of Education with a courtesy appointment in Computer Science. He serves as the Ram and Vijay Shriram Faculty Fellow at Stanford's Institute for Human-Centered AI (HAI) and is a core faculty member of Stanford HCI. Subramonyam earned his PhD in Information from the University of Michigan under advisor Eytan Adar. His research focuses on the intersection of Human-Computer Interaction (HCI) and Learning Sciences, specifically developing AI systems to augment human learning through cognitively informed design, co-design with educators, and transformative learning experiences. His work prioritizes ethical AI, responsible design practices, and human values in technology creation. Research spans generative AI for education, human-AI interaction paradigms, and accessible learning technologies. Subramonyam's publications demonstrate strong focus on human-centered AI systems for education, visualization, and creative applications. His recent work (2023-2025) concentrates on generative AI interfaces for writing assistance, educational tools, and collaborative systems, while maintaining consistent exploration of visualization techniques and AI transparency frameworks. Awards & Honors: Best Paper Award at CHI (2025, 2020, 2019) Honorable Mention Award at CHI (2025) Best Paper Award at IUI (2021) Ram and Vijay Shriram Faculty Fellow HAI Hoffman Yee Grant (2024) Cover Story in Interactions Magazine (2024) Advising & Grants: Leads 27 students including PhD advisee Neha Rajagopalan (co-advised) and diverse MS/BS researchers. Received HAI Hoffman Yee Grant (2024) for "Integrating Intelligence: Building Shared Conceptual Grounding for Interacting with Generative AI" as co-investigator. Teaches courses on data visualization (CS 448B) and educational technology design (EDUC 432). Labs & Leadership: Core faculty at Stanford HCI group, directing research on human-centered AI systems. Organizes workshops including "Tools for Thought" (CHI 2025) and "Human–AI Coevolution" (ICLR 2025). Maintains collaborations with National University of Singapore and University of Michigan.

Jody Clarke-Miduraمشاهده پروفایل

استاد

• STEM Education
• Computational Thinking
• Game-Based Learning
• +۳ مورد دیگر

Dr. Jody Clarke-Midura is a Professor and Associate Dean of Graduate Studies in the Emma Eccles Jones College of Education and Human Services at Utah State University. She holds an Ed.D. from Harvard Graduate School of Education, an M.Ed. in Technology in Education, and a B.A. in English and Women’s Studies from the University of Massachusetts. Her research focuses on designing playful, technology-enhanced learning environments to foster STEM engagement and computational thinking in K-12 and early childhood education. Key areas include game-based learning, computational thinking integration, and technology-enhanced assessments. She collaborates on interdisciplinary teams and leads externally funded projects. Clarke-Midura co-directs the Playful Explorations Lab (PEL), which designs STEM learning experiences for elementary classrooms. Her work emphasizes hands-on, student-driven exploration and connects theory to classroom practice. She mentors graduate and undergraduate students, supporting their research development. Her publications address topics like formative assessments, computational thinking assessment frameworks, and the role of coding toys in early math learning. She has contributed to curriculum models integrating computer science and mathematics, and explored cultural relevance in co-design processes. Professional activities include leading graduate studies administration, advising on educational technology initiatives, and advancing inclusive pedagogical practices.

• Educational Equity
• K-12 Education
• Race and Education
• +۴ مورد دیگر

Ain A. Grooms serves as an Assistant Professor in the Educational Leadership and Policy Analysis Department at the University of Wisconsin-Madison School of Education. Her research centers on K-12 educational equity, specifically examining access and outcomes for students of color and traditionally disenfranchised communities through the critical lens of race and place. She investigates how educational policies impact student achievement and leadership practices across school, district, and state levels. Her primary research domains include: Educational equity frameworks and implementation Race and place intersections in policy analysis Retention strategies for educators of color Equity-focused principal pipeline development Computer science education policy implementation Chronic absenteeism in marginalized communities Analysis of Dr. Grooms' recent publications reveals a consistent focus on dismantling systemic barriers through leadership development and policy innovation. Her work examines how educational leaders navigate racialized contexts, with particular attention to computer science equity, pandemic response adaptations, and the sustainability of equity-focused initiatives. Publications span high-impact journals including Educational Policy and Urban Education, demonstrating rigorous mixed-methods approaches to educational justice. Her scholarship connects theoretical frameworks with practical leadership applications, emphasizing community-engaged solutions to persistent educational inequities. Current projects investigate institutional responses to demographic shifts and the development of counterspaces for marginalized students and educators.

Sungwon Shinمشاهده پروفایل

دانشیار

• Instructional Design
• Student-Centered Instruction
• Technology-Enhanced Learning
• +۳ مورد دیگر

Sungwon Shin is an Associate Professor in the Department of Curriculum & Instruction at the College of Education , Texas Tech University. Her work focuses on instructional design, technology integration, and student-centered strategies in education. She leads the Personalized Learning Video Case Library ( http://plcase.ttu.edu ) and collaborates on STEM initiatives for underrepresented K-12 students, including a summer STEM camp in rural schools. Education : Ph.D. in Instructional Systems Technology, Indiana University Bloomington (2015) M.S. in Education (Social Studies), Indiana University Bloomington (2014) Postgraduate Diploma in Modern History, University of St. Andrews (2008) B.A. in History, Ewha Woman's University (2004) Research Interests : Dr. Shin's research emphasizes inquiry-based learning, case-based pedagogy, and collaborative learning frameworks. She explores how technology supports social knowledge construction and designs student-centered STEM programs. Her recent work includes: Video case-based teacher training Online course quality assurance frameworks CS curriculum implementation in middle schools Grants & Collaborations : She is actively pursuing external grants to expand STEM outreach programs. Her collaborations span engineering and education departments, emphasizing rural school partnerships. Prior industry experience in e-learning (4 years) informs her work on scalable instructional programs. Labs/Teams : Leads the Personalized Learning Video Case Library and collaborates with STEM education teams in the College of Education to develop K-12 outreach initiatives.

Mary Webbمشاهده پروفایل

دانشیار

• Computer Science Education
• Educational Technology
• AI in Education
• +۴ مورد دیگر

Dr Mary Webb is a Reader in IT in Education at King's College London's School of Education, Communication & Society, affiliated with the Centre for Research in Education in Science, Technology, Engineering & Mathematics (CRESTEM). Her research focuses on AI and machine learning in education, computer science pedagogy, digital technologies in science education, and formative assessment. She has over 150 publications and collaborates internationally through IFIP committees and the Informatics For All Coalition. Key awards include election to IFIP Technical Committee 3 (2001) and Working Group 3.3 (2005). Her teaching includes MA STEM Education and coordinating 'Digital Technologies and Education' modules. Current PhD students research topics like AI in ESL learning, collaborative online learning, and immersive technologies. Webb leads projects such as STEMINO (computational thinking practices) and 3D learning with haptic technologies. Her work emphasizes equitable technology integration, teacher training, and curriculum development in global education contexts.

Mia Minnesمشاهده پروفایل

استاد آموزشی

• Automata Theory
• Computability education
• Scholarship of Teaching and Learning
• +۷ مورد دیگر

Mia Minnes is a Teaching Professor and the Vice Chair for Undergraduate Education in the Computer Science and Engineering Department at UC San Diego's Jacobs School of Engineering. She teaches discrete math for CS, introduction to computability, and TA training classes, while leading initiatives that connect academic learning with professional development. Her research focuses on Automata Theory and Computability education, Scholarship of Teaching and Learning (SoTL), and projects supporting student professionalization pathways including industry internships, peer mentor development, and ethics in computing. She has pioneered initiatives like the Summer Internship Symposium and CSE-PACE (Peer-led Academic Cohort Experiences) to enhance student experiences in large computing programs. Minnes' publication portfolio reveals strong trends in computing education research, particularly in internship experiences, TA professional development, assessment methods, and interventions for large classes. Her work consistently bridges theoretical computer science with practical educational applications, demonstrating a commitment to evidence-based teaching practices and student success metrics. UC San Diego Academic Senate Distinguished Teaching Award (2020) Jacobs School of Engineering Teacher of the Year (2013-2014) Multiple NSF grants as PI including DUE-2337253 (2024-2027) UC San Diego Student Centeredness Award (2023-2024) Teaching+Learning Commons Faculty Fellow (2018-2019) She has advised numerous undergraduate and graduate students through research projects examining internship disparities, TA professional development, educational technology tools, and student experiences in computing programs. Her leadership extends to projects like FlapJS (an interactive visualization tool for formal computation), ComputingPaths (resources for computing career paths), and OCCTIVE (supporting computational problem solving in non-CS courses).