Marcus Smith is an Associate Professor in Law at the Charles Sturt University , where he teaches LAW222 Technology Law and directs the Bachelor of Laws program. He holds advanced degrees from the Australian National University (PhD, LLM) and the University of Cambridge (MPhil). His research spans technology law and regulation , focusing on genomic data governance biometric identification AI ethics blockchain policy cybersecurity surveillance law He leads the Contemporary Threats to Australian Security research group and serves as Chief Investigator on an NHMRC-funded project (MRF2015531) addressing genomic dataset governance. His recent work analyzes algorithmic bias in facial recognition AI in healthcare blockchain's regulatory challenges post-pandemic cybercrime surveillance ethics data security frameworks He actively supervises PhD and honours students in technology law and contributes to law reform through submissions to international bodies like the UN Human Rights Council .
Shiri Azenkot is an Associate Professor at the Jacobs Technion-Cornell Institute at Cornell Tech and Cornell University, affiliated with the Information Science Department and Technion’s Computer Science Department. Her research focuses on accessibility innovations in emerging technologies, particularly addressing needs of people with vision impairments and neurodiverse populations. She holds a PhD from the University of Washington, advised by Richard Ladner and Jacob Wobbrock, and has been recognized with prestigious awards including the NSF Graduate Research Fellowship. Education: PhD in Computer Science & Engineering from University of Washington (advisors: Richard Ladner, Jacob Wobbrock). Research interests include VR/AR accessibility, assistive technology design, inclusive education tools, and ethical AI applications. Current projects explore social VR avatars for invisible disabilities, AR navigation aids, and AI moderation systems against ableist hate speech. Her work is funded by NSF, AOL, Verizon, and Facebook. Recent publications address video accessibility for ADHD users, AI-driven scene descriptions for blind users, and tactile learning materials co-designed with educators. She leads the XR Access initiative promoting inclusive virtual/augmented reality. Awards include the UW Graduate Medal (2020), NSF CRII Award (2017), and AT&T Labs Fellowship (2014). Her research bridges academic innovation with industry impact through collaborations with tech companies and disability advocacy groups.
Dr. Emily Wall is an Assistant Professor in the Department of Computer Science at Emory University, leading the CAV Lab (Cognition and Visualization). She earned her Ph.D. in Computer Science from Georgia Tech (2020) and completed a postdoctoral fellowship at Northwestern University before joining Emory. Ph.D., Computer Science, Georgia Tech (2020) Postdoctoral Researcher, Northwestern University Current: Assistant Professor, Emory University Her research focuses on enhancing human decision-making through data visualization and visual analytics by addressing cognitive limitations and biases. Key areas include metacognition promotion, computational strategies for bias mitigation, and human-AI collaboration in data analysis. She combines cognitive psychology principles with technical implementation using tools like D3.js and Tableau. Recent publications highlight her work on LLM applications in visual analytics, cognitive bias interventions, and trust calibration in AI systems. Current students like Mengyu Chen, Shiyao Li, and Zhongzheng Xu are presenting at top conferences such as CHI and IEEE VIS. She also explores educational applications through interactive visualization pedagogy and innovative assessment methods. Dr. Wall actively engages in academic service through graduate mentorship, conference judging, and diversity initiatives. Her lab emphasizes both technical proficiency and social justice implications in visualization design, reflected in course projects that merge artistic expression with data-driven storytelling.
John Gallagher is Associate Professor in English and Information Sciences at UIUC. His research examines how writers adapt to participatory audiences in digital environments, including social media interactions and AI writing tools. Using case studies and computational methods, he explores algorithmic audiences, ethical implications of AI, and technical communication in institutional contexts. He teaches courses in professional writing, digital rhetoric, and research methodologies. Recent projects analyze content creators' narratives about platform algorithms, inclusive emoji design, and academic integrity challenges posed by generative AI.
Dr. Angela Siegel is an Assistant Professor and Assistant Dean, Academic Outreach in the Faculty of Computer Science at Dalhousie University, Halifax, Canada. She is actively involved in both academic leadership and research. Education: Ph.D. in Mathematics (Combinatorial Game Theory), Dalhousie University, 2011 M.Sc. in Mathematics, Dalhousie University, 2005 B.Sc. in Mathematics & Marine Geophysics, 1997 Her research focuses on combinatorial game theory, graph theory, discrete mathematics, and number theory, with a strong emphasis on computer science education and inclusive teaching . She investigates the challenges students face when transitioning into computer science programs, aiming to improve pedagogical approaches and support systems. Her work bridges theoretical mathematics and practical educational innovation. The recent publications highlight a dual focus: theoretical contributions to combinatorial games (e.g., partizan games, placement games, geography variants) and applied research in computing education, particularly student transition and inclusive practices. Her interdisciplinary work spans mathematics, computer science, and educational theory. Scientific Awards: Dr. Siegel has supervised and collaborated with students and researchers on topics including student transition into higher education computing, LEGO-based pedagogy, and workplace readiness. While no specific grants are listed, her repeated presentations and publications suggest active research funding and scholarly engagement. She has contributed to major conference proceedings and book volumes such as Games of No Chance . She is associated with research teams focused on combinatorial games and computer science education innovation, often collaborating with scholars like Richard Nowakowski, Neil McKay, and Mark Zarb. Her work in inclusive teaching and student support reflects a commitment to building accessible and equitable learning environments in computing.
Andrés Cuervo-Rubio is a Part-time Lecturer at Parsons School of Design, The New School. They are an interdisciplinary artist, programmer, and HCI researcher based in Brooklyn. As a co-founder of Folk Computer, a research consultancy focused on tangible computing hardware/software and programming languages, they explore accessible interfaces and paper-based interaction systems. They advise the W3C Immersive Web Working Group (WebAR/VR/XR APIs) and have spoken at global JavaScript conferences since 2017. Education: BA in Computer Science, Oberlin College (2017) BA in Creative Writing, Oberlin College (2017) Research Interests: Focuses on material-based interaction design, bridging physical/digital systems through accessible technologies. Current work emphasizes tangible computing interfaces and inclusive design practices. Active in developing educational frameworks for dynamic content creation in design curricula. Teaching: Recently taught Core 1: Interaction (PUCD 2035) and Core 2: Interaction Studio (PUCD 2125). Upcoming courses include CD Foundations: Interaction (PSAM 1028) in Fall 2025 and CD Studio: Dynamic Content (PSAM 2090) in Spring 2026. Professional Engagement: Serves as technical advisor for immersive web standards and collaborates with industry on accessible XR solutions. Co-leads workshops on physical computing pedagogy.
Stacey Lantagne is a Professor of Law at Western New England University School of Law , joining in 2022. Her research explores the intersection of digital creativity and intellectual property law, focusing on fanfiction and internet memes. She actively engages with pop culture and fan studies communities as a presenter and guest speaker. Education : B.A. summa cum laude, Boston College (English major, Computer Science minor) J.D. cum laude, Harvard Law School Her work addresses evolving legal challenges in digital communication, trademark expansion, and fair use doctrine. Articles like “Building a Better Mousetrap” and “Mutating Internet Memes” highlight her expertise in copyright law’s adaptation to internet culture. She serves on the Legal Committee of the Organization for Transformative Works , advocating for fan creators. Prior roles include teaching at the University of Mississippi and Loyola University New Orleans, along with intellectual property litigation experience at Goodwin Procter and Drinker Biddle & Reath.
Neil Selwyn is a Professor in the Faculty of Education at Monash University with over 30 years of research experience focusing on the integration of digital technology into educational settings. His work centers on the 'real-life' constraints and problems faced when implementing technology-based education, with expertise in AI, automation, data-driven education, and digital degrowth. His primary research interests span digital technology and society, the use of digital technologies in educational settings, digital sociology of education, and environmental sustainability issues associated with digital technology use. Professor Selwyn is recognized internationally for his critical approach to educational technology and has led numerous nationally-funded projects examining educational data, learning analytics, and AI technologies. His recent publications reflect a growing focus on the environmental implications of AI in education, digital degrowth, and the practical challenges teachers face when implementing AI tools in classrooms. This work demonstrates a shift toward examining the sustainability and ethical dimensions of educational technology. Fellow of the Academy of Social Sciences in Australia (2024) Professor Selwyn serves as a media commentator for major outlets including the NYT, WSJ, CNN, Guardian, BBC, and ABC, and hosts the 'Education Technology Society' podcast. He maintains significant international collaborations, currently holding visiting positions at Lund University (2025), University of Oxford (2023-2027), and previously at the University of Gothenburg (2016-2017).
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.
Margarita Boenig-Liptsin is a tenure-track Assistant Professor of Ethics, Technology and Society at ETH Zurich's Department of Humanities, Social and Political Sciences, a position she has held since September 2022. Trained in Science, Technology and Society with dual PhDs from Harvard University (History of Science) and Université Paris-Sorbonne (Philosophy), she brings interdisciplinary expertise to examining the relationship between technology, power, democracy, and ethics. Her research spans several interconnected areas focusing on transformations to human identity and citizenship in relation to information technologies across time and cultures. She investigates the social and political aspects of digital technologies, identity and selfhood in technological societies, ethics of technology, and comparative cultures of innovation. Her work uniquely bridges historical analysis with contemporary ethical concerns, examining how concepts like human dignity evolve alongside technological developments from punch cards to AI governance frameworks. Her recent publications (2023-2025) reveal a strong focus on AI ethics, data justice, and the philosophical implications of algorithmic systems. These works demonstrate her consistent interest in how technology shapes democratic processes, citizenship, and ethical frameworks. Her research shows progression from historical studies of computer literacy programs to contemporary analyses of generative AI's impact on knowledge production and everyday ethics. Her scientific recognition includes: NSF funding for her collaborative project on Silicon Valley's innovation imaginary Mozilla Foundation Responsible Computer Science Challenge grant (2018-2021) Academic Data Science Alliance support (2020-2022) Sorbonne Université's Paris IAS Chair on 'Major Changes' (2021-2022) At ETH Zurich, she leads research and teaching initiatives that build connections between engineering and social sciences. Previously at UC Berkeley, she directed the Human Contexts and Ethics Program, developing the Human Contexts and Ethics component for data science education. Her work consistently emphasizes translating social science theory for diverse audiences and connecting scholarly work to community needs in Zurich, Switzerland, and Europe. She teaches courses including 'Artificial Intelligence and Human Values' and 'Research in Ethics, Technology and Society' for the Fall 2025 semester.
Edgar Troudt, Ph.D., is the Assistant Dean for Research and Strategic Partnerships at Long Island University Brooklyn, where he serves on the entrepreneurship faculty. His work focuses on integrating entrepreneurship concepts into STEM fields through programs like the CUNY Community College Innovation Challenge and the Brooklyn Science Innovation Initiative. Doctor of Philosophy (Computer Science), CUNY Graduate Center Master of Philosophy (Computer Science), CUNY Graduate Center Master of Arts (Computer Information Systems), CUNY Brooklyn College Dr. Troudt’s research explores the intersection of STEM and entrepreneurship education, emphasizing virtual enterprise models, innovation in community colleges, and technology-driven curriculum development. His recent publications highlight strategies for embedding business skills into technical education. Scientific awards include the 2015 Homer Saunder’s Outstanding Paper Award, the 2011 CUNY Michael Ribaudo Award for technology innovation, and the 2008 Best of New York Award for creative technology applications. He has also received recognition for teaching excellence and NSF grant leadership.
Professor Goran Mashanovich is a leading academic in silicon photonics at the University of Southampton's Optoelectronics Research Centre (ORC) , Faculty of Engineering and Physical Sciences. With a Dipl. Ing. and MSc from the University of Belgrade and a PhD from the University of Surrey, he serves as head of the ORC's Mid-IR silicon photonics group. His expertise spans passive and active photonic devices in silicon and germanium for communication and sensing systems. Education: Dipl. Ing. in Optoelectronics, University of Belgrade MSc in Optoelectronics, University of Belgrade PhD in Silicon Photonics, University of Surrey MSc in Innovative Teaching, University of Surrey His research focuses on Silicon Photonics , Photonics Integrated Circuits , and Sensor Development , particularly in mid-infrared applications. His recent publications demonstrate advancements in waveguide engineering, perovskite integration, and nonlinear optical effects optimization through computational methods. As Principal Investigator on grants exceeding £20 million from EPSRC and industry partners, his collaborative projects include MISSION (mid-infrared healthcare sensors), CORNERSTONE 2.5 , and PIXEurope . He also contributes to global education initiatives as a visiting professor at the University of Belgrade's Faculty of Electrical Engineering.
Dr. Farha Sattar is a Lecturer in Education (Mathematics) at the Faculty of Arts and Society, Charles Darwin University. With over thirty years of teaching experience in Mathematics, Science education, GIS, Remote Sensing, and e-Learning technologies at undergraduate and postgraduate levels, Dr. Sattar brings extensive expertise to her academic role. She holds a PhD in Geospatial Science from Charles Darwin University, focusing on Spatial Mathematical Modelling for 3D Gully Mapping and Erosion Quantification. Her educational background includes: PhD in Geospatial Science (Three Dimensional Gully Mapping and Erosion Quantification within a Geoinformatics Framework), Charles Darwin University (2012) Prior academic experience at several Asian and European universities Dr. Sattar's research spans multiple interdisciplinary fields with a strong focus on the intersection of education and technology. Her primary research interests include Mathematics Education, STEM Education, Geoscience Education, Spatial Mathematical Modelling, Drone Technology, Remote Sensing, Geographic Information Systems, and Innovative Pedagogies such as experiential learning and inquiry-based approaches. She has developed expertise in cognitive development, particularly in fostering critical and creative thinking skills through iSTEM approaches. An analysis of Dr. Sattar's recent publications reveals a consistent trajectory toward integrating emerging technologies like drones, augmented reality, and geospatial artificial intelligence into educational contexts. Her work demonstrates a progression from foundational geospatial research on erosion mapping to innovative applications in STEM education. Recent publications increasingly focus on drone technology for educational purposes, spatial data infrastructure for policy development, and computational thinking development through technology-enhanced learning. Dr. Sattar has received numerous accolades for her contributions to education and research: NT Science Week Awards – Inspired NT STEM Hero of the Year award (2021) Long Service Recognition Award (2023) Finalist, CDU Alumni Award (2023) Multiple Best Presentation Awards (2008, 2010, 2017) Australian College of Educators - 2021 College Medal Nominee As a supervisor, Dr. Sattar mentors postgraduate research students including Ayesha Farhan, who is working on "A Framework for Cognitive Development: Fostering Critical and Creative Thinking Skills, Using iSTEM Approach." She actively secures research funding through various projects such as "DBELaSTEM: Drone-Based Experiential Learning and STEM Education," "STEM_D & VR: Youth STEM Learning and Empowerment with Drones and VR," and "CodProg Drone Lab." Her research is supported by grants from NT Government projects and other external funding sources. Dr. Sattar leads the CodProg Drone Lab, an innovative research space exploring drone technology applications in education. She is a certified drone pilot and aeronautical radio operator, which enables her to bridge theoretical knowledge with practical applications. Her work with the "Flying Forward: Drones, STEM Equity, and Indigenous Empowerment" initiative demonstrates her commitment to community engagement and addressing educational disparities through technology.
Robert Wellington serves as Associate Professor and Director of the Centre for Art History & Art Theory at the School of Art & Design, Australian National University (ANU), within the College of Arts & Social Sciences. His academic leadership focuses on advancing art historical research and public engagement through institutional initiatives. His research spans Art History, Early Modern European Art (particularly Louis XIV's France), Museum Studies, Public Humanities, and Cultural Heritage. Wellington investigates transcultural object exchange, royal iconography, and identity construction through material culture, with emphasis on Versailles, medals, and marginalia. His work bridges historical scholarship with contemporary public humanities applications in museums and digital archives. Analysis of his 2020-2024 publications reveals concentrated exploration of Louis XIV's cultural legacy, Versailles' global impact, and the evolving role of humanities institutions. He pioneers digital critical editions while examining how objects shape identity across cultural boundaries, consistently connecting historical practices to modern museum and archival challenges. No scientific awards were documented in the provided materials. As Centre Director, Wellington oversees research programs and institutional partnerships, though specific student advisees and grant details remain unlisted in available sources. His leadership facilitates interdisciplinary projects including the Jean-Benjamin de Laborde digital edition initiative. The Centre for Art History & Art Theory functions as a research hub under Wellington's direction, driving public humanities innovation through the ANU's Art & Design Seminar Series, Visiting Artist Program, and collaborative projects with national collections. Current initiatives focus on digital heritage and community-engaged scholarship within the School of Art & Design framework.
M. Christine Boyer is a Professor of Urbanism and the William R. Kenan Jr. Professor of Architecture and Urbanism at Princeton University's School of Architecture. She received her B.A. from Goucher College, M.S. from the University of Pennsylvania, and M.C.P. and Ph.D. from MIT. Her research bridges urban history, city planning, preservation, and digital technologies. B.A., Goucher College M.S., University of Pennsylvania M.C.P./Ph.D., Massachusetts Institute of Technology Her work examines intersections between urban history, collective memory, and cybernetics in urban design. Recent research focuses on heritage terrorism, urbicide, and post-conflict urban reconstruction, reflecting her expertise in critical urban theory and digital urbanism. Notable scientific recognition includes the Department of Art and Archaeology Publication Fund award (2010) for her work on Le Corbusier. She has presented lectures on Cold War urbanism and disasters like Hurricane Katrina's impact on New Orleans. As director of Princeton's Undergraduate Urban Studies Certificate Program, she shapes urban pedagogy while collaborating internationally through workshops in Athens and conferences addressing spatial analysis of terrorism and urban security.
