Hani Goodarzi, PhD , is an Associate Professor in the Department of Biochemistry and Biophysics at the University of California, San Francisco (UCSF), with dual affiliation to the Arc Institute and Helen Diller Cancer Center. His laboratory employs a systems biological framework integrating computational and experimental approaches to investigate metastatic progression in cancer and neurodegenerative diseases. Princeton University PhD in Quantitative & Computational Biology Postdoctoral Fellow, Rockefeller University (Cancer Systems Biology) NIH R01 Grants (2016–2026) Research Themes : Machine learning for in silico functional genomics Evolutionary dynamics of oncRNA regulatory modules in cancer Post-transcriptional control via tiRNA fragments and RNA methylation RNA structural element discovery using pyPAGE algorithms Scientific Recognition : Vilcek Prize for Creative Promise (2022) NIH K99/R00 Award (2015) Tri-Institutional Breakout Prize (2014) Blavatnik Regional Award (2015) Laboratory Impact : Developed Deep Generative AI for early-stage lung cancer detection Identified ENPP1 as innate immune checkpoint in breast cancer Created pyPAGE framework for gene-set enrichment analysis
Prof. Dr. Michael Ahlers is Full Professor of Music Education with a focus on Popular Music at the Leuphana University of Lüneburg, Germany, and an associate member of the university’s Future Center for Teacher Education (ZZL). He also held visiting professorships at the University of Huddersfield (2020, 2025). Education and Career PhD in Philosophy (2008), University of Paderborn – dissertation on interface problems in music education and ergonomics of sequencer programs. Studied secondary-school teaching (music/German) and musicology. Previous roles: Professor of Music Education (digital media focus) at Leopold Mozart Center, University of Augsburg (2011); Temporary Academic Councillor, University of Paderborn (2009–2012); Research Assistant, University of Paderborn (2005–2009). Co-founder of a Hamburg-based music & media production company; editor-in-chief of the journal "Musikunterricht und Computer (MUC)". Research Interests Prof. Ahlers’ research integrates popular music studies, empirical music pedagogy, digital media, creativity and improvisation research, and cultural-economic analyses of music production . Current emphases include: Platformization of songwriting and the socio-economic structures of songwriting camps. Digital-material interfaces in music education and extra-institutional learning. Competency-oriented and adaptive classroom music-making. Dialogical arts education for cultural literacy and social inclusion. Music economics, rights education, and diversity-sensitive teacher training. Publications & Trends Across 112+ peer-reviewed articles, books, and chapters since 2020, a clear trajectory emerges: scrutinizing how technological change (AI, platforms, digitality) reshapes creative labor in popular music, and translating these insights into innovative, research-based pedagogies. His collaborative volumes and journal special issues have become key references for scholars in music education and popular music studies. Scientific Awards & Honors Visiting Professor, University of Huddersfield (2020, 2025). Research Prize of the University of Paderborn (2009). Virtual University of Bavaria grant (€40,000) for transdisciplinary project "Digital Media between Art, Music, and Education" (2012). Doctoral Supervision & Grants Prof. Ahlers currently supervises 17 doctoral researchers and has served as primary or secondary reviewer for numerous PhD defenses. He is Principal Investigator or Scientific Project Manager on 22 funded projects (totaling several million euros) from the German Federal Ministry of Education and Research (BMBF), Deutsche Forschungsgemeinschaft (DFG), and Lower Saxony Ministry of Science and Culture. Flagship initiatives include: dialoguing@rts (DFG, 2024–2027): advancing cultural literacy through dialogical arts education. COME-ARTS (BMBF, 2023–2026): diversity-sensitive digital continuing-education networks for arts and music teachers. MI-RAP Subproject 8 (BMBF): music-industry resilience acceleration. CODIP (BMBF, 2020–2023): digitally supported adaptive music teaching. Laboratories & Teams Research and teaching activities are anchored in the Institute for Art, Music and its Education (IKMV) at Leuphana, where Prof. Ahlers leads the Popular Music & Digital Media Lab. The lab collaborates closely with the interdisciplinary Future Center for Teacher Education (ZZL), fostering innovation in teacher-training curricula and hosting regular songwriting-camp ethnographies and digital-media workshops.
Shu-Chuan (Kelly) Chu is a Professor and Program Director of Public Relations and Advertising at DePaul University's College of Communication. With a PhD from the University of Texas at Austin, her work spans research, editorial leadership, and global teaching initiatives. Education: PhD and MA in Advertising (University of Texas at Austin); BA in Advertising (National Chengchi University, Taipei, Taiwan) Research Interests: Professor Chu's research focuses on social media, electronic word-of-mouth (eWOM), brand activism, cross-cultural consumer behavior, and the intersection of interactive advertising with fashion and hospitality industries. Her work often examines how digital platforms and cultural contexts shape consumer responses and marketing effectiveness. Publication Trends: Recent articles explore AI-integrated advertising, TikTok's viral mechanics, CSR communication in social media, and mortality salience in tourism campaigns. Subfields include virtual/augmented reality, ethical marketing, and cultural variations in digital engagement. Scientific Awards: 2020 Billy I. Ross Advertising Education Award Best Reviewer Awards (Journal of Interactive Advertising, International Journal of Advertising) High Scholarly Impact Award (Journal of Global Fashion Marketing) Global Contributions: As Past President of the American Academy of Advertising (AAA), she launched initiatives like the Best DE&I Conference Paper Award and Childcare Grant. She has presented internationally and led study abroad programs in Asia.
Eli Anne Eiesland is an Associate Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). Her work bridges linguistic research and classroom practice, with a strong focus on grammar instruction, language didactics, and the evolution of Norwegian in educational materials. Her research interests include language didactics , grammar pedagogy , linguistic change in textbooks , second language acquisition , and exploratory approaches to language teaching . She investigates how grammar is taught in schools, how language evolves in educational contexts, and how students and teachers engage with language as a system. Her recent work explores the impact of digital tools and AI on language learning and writing motivation. The trends in her publications show a consistent focus on contextualized grammar teaching , teacher reflection , and language change in educational materials . Her interdisciplinary approach combines corpus linguistics, pedagogical theory, and classroom-based research. She frequently collaborates with colleagues such as Urd Vindenes and Signe Laake, contributing to both Norwegian and international scholarly discourse. Scientific contributions and dissemination: Over 11 scientific publications, including articles in Journal of Child Language , Nordic Journal of Linguistics , and Pedagogical Linguistics 2 textbooks, including Utforskende arbeid med grammatikk i skolen (2022) 1 research report on Norwegian noun-noun compounds (2016) 73 dissemination works, including public lectures, conference presentations, and media contributions Eiesland actively contributes to teacher education and curriculum development. She has been involved in projects integrating linguistics into teacher training and analyzing language change in national curricula. Her work supports both pre-service and in-service teachers in developing deeper metalinguistic awareness and innovative teaching strategies. She has presented at national and international conferences, including the International Conference on Construction Grammar and the NordAnd conference. She is a key member of the Text and Disciplinary Didactics research group at OsloMet, where she collaborates on projects related to language learning, grammar instruction, and textbook analysis. Her work emphasizes practical applications of linguistic research in educational settings, aiming to enhance both teaching quality and student engagement with language.
Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.
Rolf Steier serves as Professor at Oslo Metropolitan University within the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education, holding the position of Head of Studies for Area of Responsibility 5. His office is located at Pilestredet 52, 0167 Oslo (B534), with contact details including mobile +47 906 92 626, office +47 672 36 014, and email rolf.steier@oslomet.no. He actively contributes to the Digital Learning Arenas research group, focusing on technology-enhanced educational environments. Steier's research centers on computer-supported collaborative learning (CSCL) and virtual reality applications in education, with specific expertise in embodied cognition, science education, museum learning, and narrative structures in STEM. His work examines how learners co-construct knowledge through digital interactions, particularly investigating the role of physical embodiment in virtual environments and the integration of narrative techniques to facilitate engagement in informal learning contexts. Recent projects explore immersive VR experiences for collaborative meaning-making and the adaptation of interaction analysis methodologies for technology-mediated educational research. Analysis of Steier's 2021-2025 publications reveals a clear trajectory toward increasingly sophisticated integration of virtual reality in educational research, with growing emphasis on interdisciplinary applications in science education. Key thematic developments include the refinement of interaction analysis frameworks for digital contexts, the exploration of perspective-taking across blended realities, and the strategic use of narrative to enhance STEM engagement in informal settings. His work consistently bridges theoretical learning science with practical educational technology implementation. The Digital Learning Arenas research group serves as the primary platform for Steier's collaborative work, functioning as an interdisciplinary hub for developing and studying innovative digital learning solutions. This group facilitates partnerships across educational sectors to transform teaching practices through emerging technologies, with recent focus on VR-based collaborative learning environments and cross-contextual knowledge transfer.
Anthony Masure is an Associate Professor at Geneva University of Art and Design (HEAD – Genève) , part of the University of Applied Sciences and Arts Western Switzerland (HES-SO) . His work bridges Artificial Intelligence , Blockchain , and Digital Humanities through critical design lenses. He explores tensions between creative automation and human agency , questioning how machine learning and smart technologies reshape authorship, value systems, and ecological practices in design. Key research areas: AI ethics , NFT implications , post-digital design , and technological accountability Projects like "Design et machine learning : l'automatisation au pouvoir?" (2021-2023) and "Post digital Graphic Design" (2019-2022) demonstrate his focus on critical technological engagements Advocates for open access and non-traditional research formats through initiatives like HEAD-Publishing His recent articles analyze generative AI in design, NFT governance , and circular design frameworks. Collaborations with researchers like Guillaume Helleu and Yves Citton emphasize socio-technical implications. Current projects include "L'organisation autonome automatisée (OAA)" (2024), exploring future enterprise models under climate constraints.
Dr. Michel Dumontier is a Distinguished Professor of Data Science at Maastricht University, where he serves as the founder and Director of the Institute of Data Science. He is internationally recognized as a co-founder of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles, which have transformed scientific data management globally. His academic background includes: BSc in Biochemistry from the University of Manitoba (1999) PhD in Bioinformatics from the University of Toronto (2004) Assistant/Associate Professor at Carleton University (2005-2013) Associate Professor at Stanford University (2013-2016) Distinguished Professor at Maastricht University (2017-present) Dr. Dumontier's research focuses on unlocking data potential for scientific discovery, with expertise in knowledge graphs for drug discovery and personalized medicine. His work spans FAIR data principles, generative AI, machine learning, semantic technologies, ontology, and data integration. His recent publications reveal a strong trend toward applying generative AI to healthcare data, with increasing focus on synthetic health data generation, privacy-preserving techniques, and knowledge graph applications in drug repurposing. His work bridges computer science, biomedical informatics, and clinical applications across multiple medical domains. Dr. Dumontier has secured significant research funding as a principal investigator: NWO (Dutch Research Council) Horizon Europe MCSA NIH/NCATS ARPA-H He coordinates the AIDAVA and REALM projects, leads the NCATS Biomedical Data Translator, and directs the GENIUS AI lab. As editor-in-chief of the journal Data Science, he shapes discourse in the field. Dr. Dumontier maintains active industry connections through: Minderheidsaandeelhouder at Data2Discovery Inc Scientific advisor and minority shareholder at OntoForce NV Scientific advisor, board member, and minority shareholder at Comunicare Editor-in-chief of Data Science Journal at Sage Publishing
Anna Mills is a community college writing teacher, open textbook author, and advocate for critical AI literacy, Open Educational Resources (OER), and social annotation in writing instruction. She actively contributes to discussions on AI's impact on education through articles in The Chronicle of Higher Education , Inside Higher Ed , and JSTOR Daily , emphasizing strategies to balance creativity and critical analysis when integrating AI tools like ChatGPT into writing curricula. Key Projects: Co-developer of How Arguments Work (a free OER textbook), contributor to the AI Pedagogy Project at Harvard's metaLAB, and founder of the Peer and AI Review + Reflection (PAIRR) initiative for human-centered AI feedback. Collaborations: Works with teams including @pairrfeedback.bsky.social, Equity Unbound, and UC Davis researchers on AI-driven writing feedback tools. Research Focus: Explores AI's role in undergraduate writing, ethical implications of generative AI, and equitable pedagogical frameworks. Her work highlights tensions between technological adaptation and preserving human creativity, advocating for iterative prompt design and reflective writing practices. Recent Trends: Analyzes LLMs (ChatGPT, GPT-4) in assignment design, AI detection tools (Turnitin), and institutional responses to AI-driven academic integrity challenges. Advising & Outreach: Facilitates workshops on AI literacy, collaborates on open resource integration, and leads international professional development initiatives like MYFest25.
Mehtab Khan serves as Assistant Professor of Law and Computer Science at Cleveland State University College of Law, specializing in Intellectual Property, AI Law, and technology policy. Her expertise bridges legal frameworks and emerging technologies with focus on copyright law, platform governance, and artificial intelligence accountability. Her educational background includes an LLM and JSD from University of California, Berkeley School of Law, where her doctoral dissertation examined the role of internet platforms in shaping fair use. This research originated from observing how platforms like Google and Wikipedia navigate copyright rules to enhance knowledge access. Professor Khan's scholarship addresses critical gaps in AI regulation, including accountability frameworks for training datasets, automated content moderation systems, and AI's impact on creative industries. Her work emphasizes ensuring diversity and representation throughout AI development processes. Her notable recognitions include: Berkman Klein Center Fellowship (Harvard University) Resident Fellowship at Yale Law School's Information Society Project Center for Technology, Society and Policy Fellowship (2019) Center for Long-Term Cybersecurity Research Grant (2019) Multiple grants for AI hiring research initiatives As a licensed attorney practicing across the United States, Malaysia, and Pakistan, she has held strategic roles at Wikimedia Foundation, Creative Commons, and Electronic Frontier Foundation. Her current research continues to influence digital rights discourse through collaborations with Stanford HAI and Yale/Wikimedia initiatives.
Lars B. Sonderegger serves as a Lecturer at the Lucerne University of Applied Sciences and Arts (HSLU), School of Business, within the Institute for Business and Regional Economics. He teaches management and leadership modules while simultaneously leading his research and consulting firm Quantonomics LLC. His work bridges academic theory with practical business applications, focusing on translating behavioral neuroscience into organizational solutions. His educational background includes neuroscience and behavioral sciences studies at the University of Zurich, culminating in a magna cum laude doctorate in stress management under Prof. Dr. Ulrike Ehlert. This foundation combines with his Swiss Federal Diploma in Business Administration and family background in SME entrepreneurship to create his unique practitioner-scholar approach. Sonderegger's research centers on behavioral economics and neuroscience applications in management, with particular emphasis on leadership development, organizational transformation, and human capital optimization. His work explores how neurobiological principles can reshape traditional management practices, especially in hybrid work environments, decision-making processes, and talent retention strategies. Current projects include the VR Board Assessment Tool, Transformation Tracking, and Agile Collaborative People Management. His publication portfolio demonstrates consistent focus on practical neuroscience applications, with recent work examining leadership in VUCA environments, employee well-being frameworks, and cognitive bias mitigation in governance. The trajectory shows increasing integration of neuroscientific evidence into management literature, moving from foundational stress research toward actionable leadership tools. Schulze Award for Outstanding Applied and Practice Publication (2023) Fellow of the Royal Society for the Encouragement of Arts, Manufactures & Commerce (2017) Sonderegger actively advises Master's students at HSLU on topics ranging from performance management to organizational transformation, while securing consulting engagements that translate academic insights into business value. His Quantonomics firm implements behavioral strategies for clients, supported by research projects tracking transformation effectiveness and developing neuroscience-based leadership tools. He serves on multiple boards including SHL Schweizerische Hotelfachschule Luzern and Eigthwell, applying his expertise to real-world organizational challenges. Through Quantonomics and his university role, Sonderegger maintains a dynamic research-practice ecosystem where academic inquiry directly informs consulting solutions. His teams develop tools like the VR Board Assessment platform while conducting field research on agile people management and SME internationalization, ensuring continuous feedback between theory and practice.
Sonia Adam-Ledunois is a Senior Lecturer at Paris Dauphine-PSL University , where she conducts research at the DRM Laboratory (UMR CNRS 7088 - M-Lab team) and serves as an associate researcher at the Cercle de l'innovation (Fondation Dauphine) . Since 2024, she has been Vice-President of Paris Dauphine-PSL University, focusing on partnerships and corporate relations. Her research explores cooperation between internal and external actors, innovative organizational configurations , and the interplay between collaborative dynamics, openness, and societal impact. She is a pioneer in integrating science fiction as a research tool to analyze and prototype management practices, theories, and R&D processes. Adam-Ledunois is also a member of the scientific committee for the Red Team Defense program (Ministry of the Armed Forces, France). Her work emphasizes research-intervention and collaborative research in sectors like automotive, medico-social, reception-accommodation-integration, ESS (Economie Sociale et Solidaire), and defense. She leads the House of Entrepreneurship at Paris Dauphine-PSL and co-created the Observatoire de l'innovation managériale and the Musée du Management . She teaches social innovation , impact-driven entrepreneurship , and management innovation , while advising on research methodology. Her scientific contributions span organizational innovation , science fiction applications , gender dynamics , and collaborative tools . She is involved in foundations like Fondation Dauphine and Fondation Tasmane , focusing on responsible digital transformation and social impact. Additionally, she chairs the scientific committee of the Résidence de recherche pour le bien commun .
Robert Godwin-Jones is a Professor in the Department of Foreign Language at Virginia Commonwealth University's College of Humanities and Sciences, where he has served since 1979. He holds the position of Foreign Language Liaison and maintains active scholarly contributions through his "German Stories" digital repository and "Communicating Across Cultures" blog, focusing on technology-enhanced language pedagogy and intercultural communication. His educational background includes: B.A. in French and German from Franklin and Marshall College (1971) M.A. in Comparative Literature (German, French, and English) (1973) Ph.D. in Comparative Literature from the University of Illinois Urbana-Champaign (1977) Dr. Godwin-Jones specializes in Computer-Assisted Language Learning (CALL), with research spanning artificial intelligence applications, virtual reality environments, and digital literacies for language learners. His work examines how emerging technologies transform second language acquisition through ecological semiotics, distributed agency models, and multimodal communication frameworks. He investigates pedagogical translanguaging strategies for less commonly taught languages and analyzes authenticity in AI-mediated language interactions, particularly in pragmatics and writing development. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) generative AI integration in language instruction with emphasis on ethical implementation and threat mitigation; (2) extended reality applications creating immersive language spaces in the metaverse; and (3) ecological approaches connecting smart devices, ambient intelligence, and situated learning contexts. His scholarship consistently bridges theoretical frameworks with practical classroom applications across 19th-century German literature studies and contemporary language education. He maintains active professional engagement through memberships in: Delta Phi Alpha German Honorary Society Phi Kappa Phi Honorary Society Modern Language Association American Association of Teachers of German American Association of Teachers of French Foreign Language Association of Virginia As director of the "German Stories" project since 1994, he has curated verified editions of 19th-century German narratives with English translations under Creative Commons licensing, creating what has become a foundational resource for literary study and language acquisition. His blog extends this work through contemporary analyses of intercultural communication challenges, while his scholarly leadership in organizations like CALICO shapes national discourse on technology in language education. His laboratory functions as the "German Stories" digital ecosystem, which has evolved into a comprehensive platform hosting annotated texts, pedagogical resources, and research archives. This environment supports both formal classroom instruction and informal learning communities, demonstrating his commitment to porous classroom models that integrate physical and digital learning spaces.
Andrea Zeffiro is an Associate Professor at McMaster University's Department of Communication Studies and Media Arts. From 2015–2025, she served as Academic Director of the Lewis and Ruth Sherman Centre for Digital Scholarship. Education: PhD in Communication Studies (Concordia University) SSHRC Postdoctoral Fellowship (Simon Fraser University) Research Focus: Her work spans critical data studies, cybersecurity ethics, data justice, and digital research methods, with a focus on feminist and queer perspectives in technology. She explores immersive media, virtual environments, and the social implications of data systems. Recent Publications: Her 15 most recent works analyze digital scholarship infrastructure, cybersecurity narratives, and ethical frameworks for locative media. Key themes include democratizing technology, challenging algorithmic biases, and preserving digital activism. Awards: 2025 University Scholar Societal Impact Seed Grant ($85,000) SSHRC Postdoctoral Fellow Notable Projects: The collaborative digital storytelling project Techno Trash is featured in digital humanities guides at Loyola University, Virginia Tech, and Northwestern University. She has exhibited work at Banff New Media Institute and California Nanosystems Institute.
Kedrick James is a Teaching Professor in the Department of Language and Literacy Education at the Faculty of Education, University of British Columbia Okanagan . As of July 2, 2024, he serves as the Interim Director of the Okanagan School of Education, a role reflecting his leadership and advisory contributions to academic excellence and mentorship. Research Focus: Intersections of language, ecology, and technology; decolonizing education; digital arts-based methods; automation of literacy; socio-cultural impacts of digital media. Projects: Founder of PhoneMe (place-based poetry app) and Singling (text sonification software for accessibility). Leads the Digital Literacy Centre and The Patch (digital arts-based research). Research Trends: His recent publications emphasize digital literacies , transmediation , and collaborative methodologies in education. Works like Text Sonification and PhoneMe Poetry highlight innovative approaches to accessibility and community engagement. Awards: Murray Elliott Service Award for Outstanding Contributions to Teacher Education (2018) Advisory Roles: Active in curriculum development, teacher education, and advancing social justice and ecological preservation in Boundary Country. Grants include unspecified funding for projects like PhoneMe and Singling.
