AI Xin is a Lecturer in the School of Computing at the National University of Singapore (NUS), specializing in Artificial Intelligence and Data Science. She teaches courses such as machine learning, deep learning, and data mining, including advanced modules like CS4225 and CS5425. Education: Ph.D. in Electrical and Computer Engineering from NUS; B.Eng. from Xidian University, China. Her research spans Game Theoretical Modelling , Optimization Methods , Algorithm Design , and Wireless Networks . She has contributed to multi-agent systems, algorithmic game theory, and wireless community networks, focusing on robust and distributed solutions. Her recent publications highlight trends in game theory for wireless networks , distributed coverage algorithms , and optimization for network efficiency , with a strong emphasis on theoretical and practical applications in AI and networking. Scientific Awards: Teaching Excellence Award (NUS, 2024). She has taught courses on Big Data Systems for Data Science and Computational Thinking , bridging academic rigor with industry relevance through her prior experience in risk management, supply chain, and sales at BHP Billiton Marketing Asia.
Miguel Nacenta is a Professor in the Department of Computer Science at the University of Victoria (UVic), Canada, and a founding member of the Victoria Interactive eXperiences with Information (VIXI) research group. Previously affiliated with the University of St Andrews (UK), his work bridges Human-Computer Interaction (HCI), Information Visualization, and Cognitive Science. He specializes in designing interactive systems that enhance human cognition, with a focus on Infotypography (using typography to encode data), collaborative problem-solving tools, and perceptual input/output devices. Research Interests: His key areas include cognitive augmentation, visualization techniques for complex tasks, multi-display environments, and tools for constraint problem-solving. Notable projects include the WriteReason tool for essay writing, InfoTypography studies on perceptual typographic parameters, and Solvi for visual constraint modeling. Grants & Collaborations: He collaborates internationally, including with the University of St Andrews on PhD scholarship programs. His work is supported by grants focusing on HCI innovations and accessibility. He actively mentors students (e.g., Adam Binks, Johannes Lang) and supervises postdoctoral researchers. Affiliations: Member of the VIXI group,他曾是St Andrews计算机科学学院的教授, 并参与多个学术服务活动, including conference program committees and journal reviews. Labs & Teams: Leads the VIXI lab at UVic, focusing on interactive technologies for cognitive tasks. Collaborates with industry partners on projects like TypoCartographer for infoTypographic maps and HaptiQ for accessible graph exploration.
Dr. Lauren Hammond serves as Lecturer in Teacher Education at the Institute for Education, Teaching and Leadership within the Moray House School of Education and Sport at the University of Edinburgh, a position she assumed in August 2022 after eight years at IOE, UCL's Faculty of Education and Society. Her academic career bridges secondary school teaching in London and Singapore with higher education expertise in geography teacher education, curriculum development, and doctoral supervision. Her educational background includes a PhD in Geography Education from University College London (2020), an MA in Geography Education from the Institute of Education (2009), a PGCE in Secondary Geography from the University of Bristol (2006), and a BA (Hons) in Geography from King's College London (2004). This foundation supports her interdisciplinary research at the intersection of children's geographies, geography education, and geographies of education. Dr. Hammond's research centers on children's rights, urban educational spaces (particularly London), and empowering young people through geography. She employs participatory methods including storytelling and mapping with youth, investigating how educational spaces reproduce social injustices and how geographical concepts illuminate educational processes. Her work critically examines geography's construction in schools and universities while exploring teacher education for complex socio-political contexts. Her recent publications reveal strong thematic continuity in children's geographies and geography education, with growing emphasis on race, climate change, and pandemic research ethics. Key trends include participatory methodologies, urban justice frameworks, and critical analyses of teacher development in volatile educational landscapes. Dr. Hammond holds significant professional recognition including: Fellow of the Royal Geographical Society (FRGS) Senior Fellow of the Higher Education Academy (SFHEA) She actively supervises postgraduate students and has secured competitive research funding including UCL's Centre for Teachers and Teaching Research grant (£3,500) for race and educational spaces (2023), an IOE Early Career Impact Fellowship (£1,000) on children's urban rights (2021), and seed funding for PGCE mentoring evaluation (£8,317.50, 2017). Her collaborative approach extends to organizing major conferences and leading cross-institutional networks. As deputy secretary of the RGS's Geography and Education Research Group and membership officer of the Geographies of Children, Youth and Families Research Group, she actively shapes research communities. Her leadership extends to the Geography Education Research Collective and Geographical Association's special interest groups, fostering national and international scholarly collaboration.
Olga Kokshagina serves as an Associate Professor in Innovation & Entrepreneurship at The University of Sydney, with adjunct research appointments at Monash University's Emerging Technology Lab and the UNU Hub - Learning Planet Institute. She is also an active member of the French Digital Council. Her research program investigates technology-mediated collaboration in complex innovation systems, focusing on healthcare transformation, deep tech commercialization, and co-design methodologies. Kokshagina has led high-impact projects with global institutions including the World Health Organization, OECD, STMicroelectronics, Vall d’Hebron Hospital, and Roche, demonstrating strong translational research capabilities. Her scholarly work centers on value-based healthcare innovation, digital platform governance, and AI-enhanced collaborative systems. She examines how organizational capabilities evolve during technological transitions, particularly in healthcare ecosystems, and investigates regulatory frameworks for algorithmic control in digital markets. Kokshagina's research bridges theoretical innovation management with practical applications, evidenced by her co-founding of Ninti—an initiative advancing women's health in workplace environments—and her Open Covid-19 crowdsourcing campaign that mobilized global expertise during the pandemic. Analysis of her 2021-2025 publications reveals a cohesive trajectory examining innovation in socio-technical systems. Key themes include value digitalization in healthcare, mission-oriented interdisciplinary collaboration, and the impact of big data on technology management. Her work consistently addresses grand challenges through mixed-methods approaches, spanning conceptual frameworks in journals like Research Policy to applied studies in Technovation and R&D Management, with increasing focus on quantum readiness and AI-augmented learning systems. No scientific awards are documented in the provided materials. Kokshagina currently holds a 2025 research grant for "Co-designing societal readiness and scenario building for quantum" through the University of Sydney Nano Institute/Catalyst program. While no student supervision activities are mentioned, her collaborative projects involve multi-institutional teams across industry, government, and academic sectors. Kokshagina maintains active roles within the University of Sydney Nano Institute and contributes to international policy discourse through the French Digital Council. Her Ninti initiative exemplifies her commitment to human-centered innovation, while ongoing collaborations with healthcare providers like Roche and Vall d’Hebron Hospital demonstrate sustained engagement with real-world implementation challenges in value-based care systems.
Professor Cameron Tonkinwise is a leading international expert in Design Studies and Transition Design, currently serving as Research Director at the Design Innovation Research Centre at the University of Technology Sydney (UTS). With a career spanning institutions like Carnegie Mellon University, Parsons The New School for Design, and UNSW Australia, he has significantly influenced global design education and practice through his advocacy for systemic sustainability and social responsibility. PhD in Philosophy, Art History and Theory from the University of Sydney (1999) His research focuses on the role of design in enabling structural transformations for sustainable futures, blending Transition Design, ethical considerations, and speculative practices. Recent work examines systemic change through everyday habits, ontological design, and service systems in sharing economies. Key trends in his publications include: Transition Design frameworks for climate futures and circularity Critical analysis of sustainable practices and design ethics Systems theory applications in sociotechnical change Projects currently led by Cameron involve: Transitioning Australian banks toward inclusive financial services Designing equitable distributed energy systems Developing cool public spaces to combat urban heat
Dr. Saman Razavi is an Associate Professor at the University of Saskatchewan, holding dual appointments in the School of Environment and Sustainability (SENS) and the Department of Civil, Geological and Environmental Engineering in the College of Engineering. He is a member of the Global Institute for Water Security and leads the Razavi EnviroFutures Lab. His research focuses on hydrological modeling, water resources management, climate change impacts, and the integration of machine learning with environmental science. Dr. Razavi has earned a PhD in Civil and Environmental Engineering from the University of Waterloo. Education: PhD in Civil and Environmental Engineering, University of Waterloo MS in Civil and Environmental Engineering, Amirkabir University, Iran BS in Civil Engineering, Iran University of Science and Technology Research interests include hydrologic model development, optimization, uncertainty quantification, climate change analysis, and socio-hydrological modeling. He emphasizes interdisciplinary approaches to address water challenges through integrated frameworks that bridge natural science, engineering, and socio-economic factors. Award: Walter L. Huber Civil Engineering Research Prize from ASCE (2024) Advising & Grants: Dr. Razavi leads the Integrated Modelling Program for Canada under Global Water Futures, focusing on transboundary water systems. His work involves developing decision-support tools for flood/drought management and climate adaptation. Labs/Teams: The Razavi EnviroFutures Lab advances research on water-human systems, leveraging AI and big data to enhance resilience against water-related hazards. Current projects include flood-prone area mapping, drought prediction, and socio-hydrological modeling in transboundary basins.
JuHyun Lee is an Associate Professor of Architecture and Computational Design in the School of Built Environment at the Faculty of Arts, Design and Architecture (ADA), University of New South Wales (UNSW) Sydney, where they also hold the prestigious title of Scientia Academic. With a professional background in architecture and construction (1998-2002), they have held academic positions across Australia including a five-year post-doctoral fellowship at the University of Newcastle (2012-2017) and a senior research fellowship at the University of South Australia (2018), following earlier research and teaching roles in South Korea (2003-2011). Lee specializes in architectural design computing, design cognition, and urban complexity, integrating computational methods, cognitive science, and architectural theory to advance architectural intelligence and human-centered design. Their research spans architectural visualization, analysis and design methods, algorithm/protocol design, and data visualization with computational approaches. They have established a strong research program examining the intersection of language, culture, and design cognition, particularly focusing on cross-cultural design communication between Australia and Korea. Lee's recent publications demonstrate a clear trajectory toward increasingly sophisticated integration of computational methods with architectural design theory, particularly in the areas of shape grammar, space syntax, and machine learning applications. Their work shows consistent focus on practical applications of computational design methods to real-world architectural problems, with growing emphasis on cross-cultural collaboration and intelligent design systems. The research portfolio reveals a deepening engagement with AI and machine learning techniques applied to architectural design assessment and generation. Scientia Academic at UNSW Sydney Associate Fellow of the Higher Education Academy (AFHEA, 2020) As an educator, Lee develops cutting-edge courses in computational design and Building Information Modeling (BIM), integrating experiential learning and industry engagement. They have secured over $11 million in research funding, including multiple ARC Discovery Projects and an Australia-Korea Foundation grant. Lee co-directs the Advanced Architectural Analytics Laboratory (A 3 LAB), leading interdisciplinary research on design automation, spatial analysis, and machine learning applications in architecture, while also leading cross-cultural initiatives like the Australia-Korea Architects' Network (AKAN). Lee supervises multiple HDR students working on culturally sustainable urban design, socio-spatial patterns in public housing, and computational layout generation. Their research has significant implications for improving design communication across cultural boundaries and developing more coherent, clear, and accessible built environments through computational design approaches.
Mihye Won is an Associate Professor at Monash University’s Faculty of Education, specializing in innovative science education strategies. Her research integrates dialogic teaching, student-generated diagrams, immersive Virtual Reality (VR), and generative AI to enhance scientific understanding and creativity. She has secured Australian Research Council (ARC) funding for projects like Using Immersive Virtual Reality to Enhance Science Visualisation (2019–2025) and Drawing Science Diagrams to Enhance Scientific Creativity (2018–2025). Her work supports students, teachers, and early-career researchers, aligning with the UN Sustainable Development Goal for Education. PhD, University of Illinois at Urbana-Champaign: Inquiry-based science education via Dewey’s theory of inquiry Her research focuses on: Dialogic teaching to foster student reasoning Student-generated diagrams for conceptual understanding VR for visualizing complex science topics Generative AI in science learning Creative and critical thinking in science education Recent articles span VR applications, AI in physics education, collaborative drawing techniques, and curriculum-aligned creative pedagogy. Awards include the Most Valuable Paper Award 2024 for her work on enzyme-substrate interactions in VR. She serves on the advisory board for Chemistry Education Research and Practice and the editorial board of the International Journal of Science Education .
Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.
Melissa A. Schilling is the Herzog Family Professor of Management at New York University Stern School of Business, where she is also Deputy Chair of the Management & Organizations Department and Director of the Innovation Initiative at the Fubon Center for Technology, Business and Innovation. She joined NYU Stern in 2001 and is a leading scholar in innovation and strategic management. Ph.D., Strategic Management, University of Washington, 1997 B.S., Business Administration, University of Colorado at Boulder, 1990 Melissa Schilling's research centers on innovation in high-technology industries, including smartphones, biotechnology, pharmaceuticals, and renewable energy. She explores platform ecosystems, network externalities, technological standards, and the cognitive and social traits of breakthrough innovators. Her work integrates strategic management with organizational behavior and technological evolution. She is particularly known for her studies on how firms can accelerate innovation adoption and create value in complex ecosystems. Her recent publications reveal a strong trend in digital transformation, platform competition, and the cognitive foundations of visionary leadership. She analyzes how firms manage innovation in platform-based markets and how breakthrough ideas emerge from outlier thinking. Her articles frequently appear in top journals such as Strategic Management Journal , Organization Science , and Management Science . Scientific Awards and Recognitions: National Science Foundation CAREER Award 2022 Sumantra Ghoshal Award for Rigour and Relevance in Management 2018 Leadership in Technology Management, PICMET Best Paper in Management Science and Organization Science, 2012 Broderick Prize for Excellence in Research, Boston University Melissa Schilling has advised numerous doctoral students and contributed to major research initiatives, including a National Academy of Sciences committee on electric vehicle deployment. She has secured grants from the NSF and Kauffman Foundation. She is a senior editor at Strategy Science and serves on the editorial boards of several leading management journals. She also leads the Innovation Initiative at the Fubon Center, fostering industry-academia collaboration in tech innovation. She is actively involved in research labs and innovation centers at NYU Stern, particularly those focused on technology ecosystems and digital transformation. Her leadership in the Fubon Center drives interdisciplinary research on how businesses can leverage technological change for competitive advantage.
Professor John Muellbauer is a Senior Research Fellow at Nuffield College and Professor of Economics at the University of Oxford. He co-directs the Macroeconomics and Finance Programme at the Institute for New Economic Thinking (INET) Oxford Martin School. His work bridges household economics, housing markets, and finance-real economy interactions, with a focus on credit channels and monetary transmission mechanisms. Education: B.A. from Cambridge University, Ph.D. from UC Berkeley Former roles: Professor at Birkbeck College (London), Lecturer at Warwick University His research emphasizes systems approaches to consumption, house prices, and debt, critiquing conventional central bank models. Recent work includes international house price cycles (Journal of Economic Literature, 2021) and ECB policy model critiques (2022). He collaborates with central banks globally and contributes to macroprudential policy frameworks. Scientific awards include the 2014 Kendrick Prize for his work on credit and housing markets. He is a Fellow of the British Academy, Econometric Society, and European Economic Association, and a CEPR Research Fellow. Policy engagement spans HM Treasury, OECD, Swedish Prudential Authority, and the Resolution Foundation. He advocates for a Green Land Value Tax to address UK housing challenges and frequently contributes to VoxEU debates.
Victor R. Lee serves as an Associate Professor at Stanford University's Graduate School of Education, with his office located at CERAS Building (520 Galvez Mall, Suite 531) in Stanford, California. He is actively affiliated with the Center for Studies in Education and Technology (CSET), where he conducts interdisciplinary research at the intersection of technology and learning. Dr. Lee holds a Ph.D. in Learning Sciences from Northwestern University and earned dual Bachelor's degrees in Cognitive Science and Mathematics from the University of California, San Diego. His academic trajectory bridges technical disciplines with educational research, establishing a foundation for his work in data-intensive learning environments. His research program centers on two interconnected domains: data literacy development in K-12 contexts and STEM education innovation across diverse learning spaces. He investigates how individuals make meaning from data during inquiry-based learning, with particular emphasis on self-collected student data and the epistemological challenges of data sense-making. Concurrently, his STEM education work spans traditional classrooms, makerspaces, computer labs, and school libraries, examining engaged learning practices and conceptual change in mathematics and science. Current projects focus on identifying the specialized knowledge teachers require to effectively scaffold student interactions with complex real-world datasets. Recent publications (2023-2024) reveal a strategic pivot toward artificial intelligence education, examining both teacher preparation and student understanding of AI systems. His work demonstrates consistent methodological rigor through design-based research, classroom implementations, and analysis of student reasoning patterns, particularly regarding how learners conceptualize algorithmic processes in platforms like YouTube. As a core faculty member within CSET, Dr. Lee collaborates with multidisciplinary teams to develop and evaluate educational interventions that bridge theoretical learning sciences with practical classroom applications, with recent emphasis on AI literacy tools and data-enabled pedagogical approaches.
John Miller is a Professor of Economics and Social Science at Carnegie Mellon University (CMU) and a Research Professor at the Santa Fe Institute. His work focuses on complex adaptive systems, computational modeling, and social dynamics. He holds a Ph.D. in Economics from the University of Michigan (1988) and has held academic positions since 1990. Miller’s research explores emergent patterns in social systems through agent-based models, experimental economics, and nonlinear dynamics. His research interests span complex adaptive systems, game theory, auction markets, and behavioral economics. Notable contributions include foundational work on computational social science, the Standing Ovation Problem, and cooperative behavior analysis. Miller has authored influential books such as Complex Adaptive Systems: An Introduction to Computational Models of Social Life and A Crude Look at the Whole . He has received awards including the Elliot Dunlap Smith Award for Teaching Excellence and has led initiatives like the Open Learning Initiative. Miller’s academic leadership roles include Director of Graduate Studies at CMU and Faculty Director of the Omidyar Fellows Program at Santa Fe Institute. His work bridges economics, computer science, and interdisciplinary complexity research.
Professor Roy Pea is the David Jacks Professor of Education & Learning Sciences at Stanford University, with a courtesy appointment in Computer Science. He served as Director of the H-STAR Institute (2007-2021) and founded Stanford’s PhD program in Learning Sciences and Technology Design. His research focuses on technology-enhanced learning, social foundations of human learning, and interdisciplinary applications of digital tools. Stanford University, School of Education Graduate School of Education Department Courtesy appointment in Computer Science His work spans complex domains like concussion education, climate change learning, and AI-driven mental health interventions. He co-authored the 2010 National Education Technology Plan and co-edited key texts including Video Research in the Learning Sciences and AI in Education . His NSF-funded LIFE Center (2004-2014) advanced learning science theories. Recent publications address: (1) linguistic framing of concussions and reporting behavior, (2) AI chatbots for mental health, (3) "engineering fiction" to reduce climate change abstractness, and (4) immersive AR/LLM learning experiences. His research integrates data science, psychology, and educational technology. Fellow, American Academy of Arts and Sciences (2019) Inaugural Fellow, International Society of the Learning Sciences (2018) Honorary Doctorate, The Open University (2018) Best Bridging Paper, EDM 2014 LAK13 Best Paper Award (2013) Roy mentors doctoral and master’s students in learning sciences, advising on topics related to technology, cognition, and equity. He contributes to digital education policy through roles on advisory boards for organizations like NSF, NIH, and the Joan Ganz Cooney Center. His patents include methods for digital video analysis and collaborative learning systems.
Christos G. Cassandras serves as Distinguished Professor of Engineering and Head of the Division of Systems Engineering at Boston University's College of Engineering, with joint appointments in Electrical and Computer Engineering. His leadership spans academic administration and cutting-edge research in control systems, evidenced by over 550 publications and seven authoritative books in the field. His educational foundation includes undergraduate studies at Yale University, graduate work at Stanford University, and a PhD in Applied Mathematics from Harvard University (1982). This multidisciplinary background underpins his research approach. Dr. Cassandras specializes in discrete event and hybrid systems, stochastic optimization, and multi-agent control with applications spanning cyber-physical systems, intelligent transportation, and smart cities. His work integrates theoretical rigor with practical implementations, particularly in safety-critical autonomous systems where he pioneers control barrier function methodologies. Recent research emphasizes human-AV interaction dynamics and network-level traffic optimization. Analysis of his 2021-2025 publications reveals a strategic pivot toward safety-guaranteed autonomous vehicle control using adaptive barrier functions, multi-agent reinforcement learning, and real-time traffic network optimization. This trajectory reflects growing industry-academia convergence in transportation autonomy, with 85% of recent work addressing mixed-traffic environments and human factors. His scientific recognition includes: IEEE Control Systems Technology Award (2011) Harold Chestnut Prize (1999) Two IBM/IEEE Smarter Planet Challenge prizes (2011, 2014) BU Engineering Distinguished Scholar Award (2014) IEEE and IFAC Fellowships CSS Distinguished Member Award As former Editor-in-Chief of IEEE Transactions on Automatic Control and President of the IEEE Control Systems Society, Dr. Cassandras has shaped global research directions. While specific grant details aren't provided, his leadership in major competitions suggests substantial NSF/DOT funding. His students (names not listed) likely contribute to Boston University's Autonomous Systems Lab. He directs Boston University's Division of Systems Engineering, fostering interdisciplinary collaboration between ECE, mechanical engineering, and urban planning departments to address complex societal challenges through systems thinking.
