Tengiz Bibilashvili serves as a Teaching Professor in the Department of Physics at the University of California, Santa Barbara, with primary affiliation to the College of Creative Studies (CCS). He maintains an active office in Broida Hall and coordinates the U.S. Physics Team program, which trains elite high school students for international physics competitions. His professional focus centers on Physics Education with specialization in competition-level theoretical problem-solving and Olympiad preparation. As a key figure in the U.S. Physics Team, he develops advanced curricula and mentoring frameworks for identifying and nurturing pre-college physics talent, emphasizing both conceptual depth and practical application in high-stakes academic environments. Professor Bibilashvili's work bridges university-level physics education and secondary school enrichment through the CCS Physics program. His operational base in Broida Hall—the central hub for UCSB's physics research and instruction—positions him within a major research-intensive academic ecosystem while focusing on pedagogical excellence. Contact details: Office Broida 1417, Phone +1 805-893-7287, Email tbib@physics.ucsb.edu .
Eduardo Mercado III is a Professor in the Department of Psychology at the University at Buffalo, College of Arts and Sciences. His research focuses on bioacoustics, cognitive psychology, and marine ecology, particularly the vocal behavior of humpback whales and its implications for understanding human impact on marine ecosystems. He is also known for his work in perceptual learning, autism spectrum disorder, and comparative cognition. Scientific Awards Guggenheim Fellowship Harvard Radcliffe Institute Fellowship Research Trends His recent publications emphasize bioacoustic analysis of humpback whale songs, including their spectral entropy, cyclical variations, and adaptive adjustments to anthropogenic noise. Additional work explores perceptual learning mechanisms in autism, neural network modeling for acoustic classification, and cognitive processes in canines and rodents. Projects Mercado’s “Singers as Sentinels” project combines acoustic analysis of humpback whale songs with public awareness initiatives about ocean noise pollution. The project will produce a book, Why Whales Sing and Dolphins Don’t , and a web-based interface for public engagement.
Michael Weiss is a Lecturer in the Department of Mathematics at the University of Michigan. He teaches foundational courses such as Linear Algebra (MATH 217) and Explorations in Euclidean Geometry (MATH 431). His office is located in East Hall (Room 1868) at 530 Church Street, Ann Arbor, MI. Current Courses: MATH 217-004 (Linear Algebra), MATH 217-011 (Linear Algebra), MATH 431-001 (Explorations in Euclidean Geometry) Weiss’s research focuses on mathematics education, particularly on pedagogical strategies for teaching geometry and mathematical reasoning. His work explores the use of visual representations, interactive technologies, and narrative tools (e.g., comics) to enhance learning and teacher development. He emphasizes the role of theory-building in secondary geometry instruction and investigates how students translate abstract mathematical concepts into concrete reasoning. His publications highlight interdisciplinary approaches to education, integrating technology (e.g., animated stories, voice assistants) with traditional teaching methods. Keywords across his work include Mathematics Education , Geometry , Interactive Media , Visual Learning , and Teacher Training . Contact: mweiss@umich.edu
Rita Aiello is an Adjunct Associate Professor in the Department of Psychology at New York University's College of Arts & Science. Her research focuses on the cognitive and perceptual processes involved in musical listening, with particular emphasis on neuroaesthetics, music learning, and memory. She holds an Ed.D. from Columbia University and has held faculty positions at institutions including the Juilliard School and the Manhattan School of Music. Her work bridges music theory, cognitive science, and education, with a lifelong background as a classical pianist. Education: Columbia University (Ed.D.), Manhattan School of Music (M.M., B.M.), Conservatorio San Pietro a Maiella (Diploma in Music Theory) Certifications: Kodály and Orff Methods Her research explores how musical training influences cerebral dominance, the relationship between mental representations and emotional responses to music, and the cognitive underpinnings of musical memory. She has published widely on topics ranging from musical expectation to pedagogical strategies for memorization. Recent work investigates evolutionary perspectives on singing and the psychological mechanisms behind musical communication. Publications reflect interdisciplinary engagement with music's structural rules, metaphorical dimensions, and its role in human cognition. While no specific grants or awards are listed, her extensive international teaching experience includes visiting roles at institutions in Rome and Lugano, Switzerland, and an honorary appointment at Columbia University's Teachers College.
Vince Wright is a Sessional Academic in the School of Education at the Faculty of Education and Arts. His research focuses on mathematics education, pedagogical content knowledge, and the application of global perspectives in educational policy and curriculum design. He has contributed to understanding how teachers develop effective instructional strategies and how students engage with mathematical concepts such as ratios, geometry, and percentages. His work spans journal articles and book chapters, examining topics like metaphor-based problem-solving frameworks, diagnostic tools for geometric reasoning, and the role of demonstration lessons in teacher professional development. Wright's research emphasizes practical applications for improving mathematics teaching methods and aligning pedagogy with international evidence-based practices. While no formal academic awards are listed, his contributions to mathematics education research reflect a commitment to bridging theoretical frameworks with classroom realities. His collaborative projects include co-authored studies with educators like Ken Smith and Rose Knight, exploring diagnostic assessments and pre-service teacher training.
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.
Dr. Geoffrey L. Herman serves as the Severns Teaching Professor in the School of Computing and Data Science at the University of Illinois at Urbana-Champaign. He earned his Ph.D. in Electrical and Computer Engineering from UIUC as a Mavis Future Faculty Fellow and completed postdoctoral research at Purdue University's School of Engineering Education. His research focuses on understanding how students learn engineering and computing concepts and developing systemic approaches to improve teaching methods in higher education. With over $7 million in research funding and more than 120 peer-reviewed publications, his work spans educational technology, cognitive aspects of learning, and faculty development initiatives. His recent publications demonstrate a consistent focus on evidence-based instructional practices, assessment methodologies, and collaborative learning approaches, with particular emphasis on computer science education, proof writing tools like Proof Blocks, and mastery learning techniques. These works collectively advance the understanding of effective educational strategies in STEM fields. IEEE Education Society Mac Van Valkenburg Early Career Teaching Award Scott H. Fisher Computer Science Teaching Award Best paper award in the first 50 years of the ACM Special Interest Group, Computer Science Education As a mentor, Dr. Herman guides graduate students interested in engineering and computing education research, focusing on designing better instruction. He also works with undergraduates on improving educational experiences through platforms like PrairieLearn. His leadership extends to founding the Grainger College of Engineering's Strategic Instructional Innovations Program, which has secured millions in external funding. He serves on the Computer Research Association Education committee and as associate editor for the Journal of Engineering Education. Dr. Herman leads national workshops on professional development for computer science teaching faculty and has created peer mentoring networks through the Teaching Professionals Program, significantly impacting faculty development in engineering education.
Steve Tanimoto is a Professor at the Paul G. Allen School of Computer Science & Engineering at the University of Washington, with an adjunct appointment in the Department of Electrical & Computer Engineering. His work focuses on human-centered computing, particularly in educational technology and collaborative problem-solving environments. He has made significant contributions to the understanding of liveness in programming environments and their application to education, including a keynote at the International Conference on Live Coding (2015) that traced historical influences leading to widespread use of liveness in modern software environments. Dr. Tanimoto's research spans several interconnected domains: Novice programming environments and educational technology Collaborative problem-solving environments and tools Technology for educational assessment, particularly using pattern-recognition methods for teaching written language on tablets Liveness in programming environments and its applications Image processing from interdisciplinary perspectives (as detailed in his MIT Press book "An Interdisciplinary Introduction to Image Processing: Pixels, Numbers, and Programs") His recent publications demonstrate a consistent focus on the intersection of computing education, human-computer interaction, and collaborative problem-solving. A notable trend is the exploration of "liveness" in programming environments and how this concept can enhance educational experiences. His work increasingly integrates AI technologies with educational applications, particularly in the areas of writing instruction and collaborative problem-solving, with significant NIH funding support (P50 HD071764 and U54 HD083091). His notable recognition includes: VL/HCC Best Showpiece Award in 2015 for "Solving Problems by Drawing Solution Paths" Dr. Tanimoto has advised several graduate students through to completion, including Robert Thompson (2019), Sandra Fan (2013), and Tyler Robison (2012). He currently advises Emilia Gan (co-advised with B. Mako Hill) and Edward Misback. His research has been supported by NIH grants for work on computerized writing and reading instruction for students with learning disabilities. His CoSolve research group has developed experimental facilities for collaborative problem-solving, exploring tools that support problem formulation, visualization of problem spaces, and team collaboration dynamics, with applications in education, design, and various problem-solving domains.
Peter A. Lloyd is a Professor of Integrated Design Methodology at the Faculty of Industrial Design Engineering, Delft University of Technology. He is a leading figure in design research, serving as Editor-in-Chief of Design Studies and former Chair of the Design Research Society. His work bridges design theory, ethics, and artificial intelligence. Doctorate in Psychological Investigations of the Conceptual Design Process, University of Sheffield (1994) His research focuses on design thinking, methodology, and the cognitive processes in design. He explores how designers and AI can collaborate, emphasizing ethical considerations and reflective practice. His work contributes to the UN Sustainable Development Goals, particularly in education and responsible innovation. The recent publications highlight a strong trend in integrating AI into design processes, examining designer-AI dialogue, synthetic users, and the role of reflection in design practice. His research spans cognitive science, human-computer interaction, and organizational transformation through creative practices. Editor-in-Chief, Design Studies (2017–present) Chair, Design Research Society (2017–2022) Vice President, IASDR (2021–present) Prof. Lloyd has supervised research students and contributes extensively to editorial and peer-review activities. He has been involved with Delft University of Technology’s Faculty of Industrial Design Engineering since at least 2001 in editorial and academic roles. His work is supported through academic leadership and collaborative research networks. He is actively involved in the Design Research Society and contributes to major conferences such as DRS and IASDR, often in organizational and editorial capacities. His research group or network includes collaborators from various institutions, focusing on interdisciplinary design innovation.
Dr. Isabel D. W. Rechberg is an Associate Professor of Management at the Anderson College of Business and Computing, Regis University. She holds a Ph.D. in Management from the University of Kent, UK, a Postgraduate Certificate in Higher Education, and advanced degrees in Labor Law and Business Management from institutions in Australia and Belgium. Her research focuses on Knowledge Management, Organizational Learning, Emotional Intelligence, and Employee Engagement, emphasizing individual-centric approaches. She has published extensively in journals like the Journal of Knowledge Management and European Management Review, and co-authored chapters in Palgrave and Kogan Page publications. Recognized with awards including the 2021 Easter Academy of Management Best Conceptual Paper, her work bridges theory and practice, addressing ethical dimensions and human elements in organizational dynamics. Education: Ph.D. in Management, University of Kent, UK (2014) Postgraduate Certificate in Higher Education, University of Kent (2011) M.A. in Labor Law and Relations, University of Sydney (2008) B.A. in Business and Human Resources Management, Vesalius College (2006) Research Interests: Dr. Rechberg’s scholarship explores how mindfulness, emotional intelligence, and ethical frameworks enhance workplace relationships and organizational learning. Her work critiques traditional knowledge management paradigms, advocating for individual agency and fairness in knowledge ownership. Recent studies include the role of self-determination theory in knowledge sharing and cross-cultural challenges in global initiatives like the Belt and Road. Teaching & Service: She teaches graduate and undergraduate courses in Management, Leadership, and Organizational Behavior. At Regis, she serves on the Academic Council and previously held roles at CUNY, including College Council membership and curriculum development. Her industry experience includes coaching accreditation and roles in recruitment and human resources. Awards: 2021 Easter Academy of Management Best Conceptual Paper Award 2021 PSC-CUNY Grant 2020 Top-Downloaded Paper Recognition in Knowledge and Process Management 2011 British Academy of Management Best Full Paper Award Advising & Grants: Supervised honor students on topics like ethical leadership, gender inequality in HR systems, and corporate social responsibility. Secured grants including the 2021 PSC-CUNY award. Active in peer review for leading management journals and conferences.
Milo Koretsky is a Professor in Chemical and Biological Engineering and Education at Tufts University, holding the McDonnell Family Bridge Professorship. He is Co-Director of the Institute for Research on Learning and Instruction and a CEEO Fellow at the Center for Engineering Education Outreach. His roles include editorial positions for journals like the International Journal of STEM Education and Chemical Engineering Education . Koretsky earned his BS and MS from UC San Diego and PhD from UC Berkeley, all in Chemical Engineering. Prior to Tufts, he was at Oregon State University, where he pioneered curricular reforms and developed tools like the Concept Warehouse. His work focuses on engineering education research, instructional design, and fostering inclusive learning environments. Education : PhD (1991), MS (1985), and BS (1984) in Chemical Engineering from UC Berkeley and UC San Diego. Affiliations : School of Engineering, Department of Education, and the IRLI at Tufts. Research Interests: Engineering education research, learning engagement, instructional technology, and organizational change. His group investigates disciplinary practice development, epistemic practices in engineering, and the transition from university to professional roles. Recent work emphasizes equity in STEM education and the role of social interactions in learning. Publications span 226+ articles, focusing on STEM education trends, virtual laboratory design, and pedagogical innovation. Notable contributions include adaptive learning modules and analyses of instructional technology impact. Awards : Donald R. Woods Lectureship, ASEE Hall of Fame, and William Elgin Wickenden Award. Teaching : Courses include Advanced Thermodynamics, Qualifying Papers, and Learning Assistant Seminars. Lab/Team : The Koretsky Group studies classroom engagement, technology tools, and faculty development. Current members include researchers like Sarah Kaczynski and Harpreet Auby.
Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).
Ingvill Rasmussen is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo (UiO), where she has been employed since 2010. Her academic profile demonstrates expertise in the intersection of digital technology and educational practices, with particular emphasis on classroom dialogue, collaborative learning, and microblogging applications in educational settings. She teaches courses including PED2103 (Development and learning), PED1001 (Learning and teaching), and specialized courses on digital interactions and learning sciences research in the digital age. Dr. Rasmussen's research examines how new technologies transform communication and learning processes. Her work investigates conversations, collaboration, and knowledge production between students and teachers, with special attention to internet and web-based environments. She explores how teachers can effectively guide students in digital learning environments and how students develop necessary self-regulation skills to manage attention across analog and digital activities. Her academic interests explicitly address how ubiquitous technology demands new skills in regulating attention – learning to disconnect, put away devices, and switch between analog and digital activities. Her publication record from 2018-2025 reveals a consistent research trajectory focused on microblogging as a tool for enhancing classroom dialogue. These works examine how digital tools create spaces for student voice, support collaborative meaning-making, and facilitate productive educational interactions across diverse subject areas. Her research shows increasing sophistication in analyzing the nuanced ways technology mediates educational dialogue. Reviewer for prominent international journals including International Journal of Learning, Culture and Social Interaction; International Journal for Educational Research; and British Journal of Educational Technology Library Board, UiO (2014-2022) Employee representative, Department Board (2016-2020) Co-chair and organizer of the Nordic ISCAR conference (2007) Dr. Rasmussen completed her PhD at UiO (2000-2005) on 'Project work and ICT - studying learning as participation trajectories,' followed by postdoctoral work on the TWEAK project (2006-2010). She is currently involved in multiple research projects including AI-supported science conversations, EU Kids Online V (EUKO), and the Samtavla innovation project as a key member of the Living and Learning in the Digital Age (LiDA) research group.
James C. Kaufman is a Professor of Educational Psychology at the University of Connecticut. He holds a Ph.D. in Cognitive Psychology from Yale University (2001). His research focuses on creativity, including assessment, meaning-making, social justice applications, and interdisciplinary domains. Notable contributions include the Four-C Model of Creativity and co-founding journals like Psychology of Aesthetics, Creativity, and the Arts . He has authored over 50 books and 300 papers, including foundational works like Cambridge Handbook of Creativity . Education: Ph.D., Cognitive Psychology, Yale University, 2001. Research Interests: Creativity Assessment, Creativity and Meaning, Creativity & Social Equity, and Cross-Domain Creativity Applications. His work bridges psychological theory with practical educational strategies. Awards: Mensa Research Award, Torrance Award (NAGC), APA Berlyne & Farnsworth Awards, and leadership in APA Division 10. Advising & Collaborations: Advised students like K. Arrington and C. Connery. Active in mentoring through co-authored research. Collaborates globally on creativity measurement tools like the K-DOCS. Labs/Teams: Leads research teams at UConn focusing on creativity’s societal impact, including pandemic-related studies on creativity and well-being during crises.
Michela Maschietto is a Full Professor at the Department of Education and Human Sciences, University of Modena and Reggio Emilia, with a focus on mathematics education methodology and historical mathematical artifacts. She previously held positions at the Mathematics campus and leads the Laboratory of Mathematical Machines. Research Interests: Her work bridges physical and digital tools in mathematics education, emphasizing semiotic mediation, argumentation development, and historical instrument reconstruction for pedagogical purposes. She explores geometric-mechanical artifacts for calculus concepts and investigates connections between spatial/geometrical knowledge. 2025 study on geometry education trends using didactic tetrahedron model 2024 research on physical-digital tool integration for argumentative skill development 2023 projects involving tactile calculus devices and conic section machines Teaching Activities: She designs mandatory laboratory components for primary education students, covering national guidelines, semiotic mediation theory, and historical artifacts like abacuses and programmable robots. Her courses emphasize problem-solving, geometric visualization, and standardized assessment analysis. Laboratory Involvement: As head of the Mathematical Machines Laboratory, she organizes exhibitions and workshops using reconstructed historical instruments for mathematics popularization. This includes collaborations with international researchers on topics like the Pythagorean theorem and conic sections.
