Eva-Maria Merz is a Full Professor of Sociology at the Faculty of Social Sciences and Humanities at Vrije Universiteit Amsterdam. She holds a dual appointment in Civil Society and Philanthropy (CSPh). Her research focuses on donor behavior, prosocial behavior, and public health, with a specialization in blood donation dynamics. She leads the ERC-funded 'Who Gives Life?' project and collaborates with Sanquin Research and the Netherlands Association of Donor Medicine. Education: PhD in Developmental Psychology (VU Amsterdam, 2008), Master’s in Social Sciences (cum laude, Free University of Berlin, 2003), and prior medical studies. Her work addresses biological, psychological, and social determinants of donation behaviors across lifespans. Research interests include donor life-courses, network influences on prosocial acts, and ethical dimensions of gene therapies. Recent work explores digital engagement (e.g., Facebook campaigns) and school-based blood donation education. She has secured over €4M in grants, including the ERC Starting Grant (€1.27M) and multiple Sanquin grants. Her awards include the 2014 NWO Aspasia Grant and 2012 ESFR Young Scientist Award. She advises on donor policy through ancillary roles at Sanquin Research and serves on the Female Talent Committee. Key collaborations span Europe and the US, including the University of Chicago’s CHICAGO STUDY. She leads the Dutch Donor Cohort (DuDoCo) initiative to create precision donor care frameworks.
Marcus Specht is a Professor affiliated with Delft University of Technology and Leiden University, Netherlands. His research focuses on Educational Technology, Learning Analytics, and Artificial Intelligence in Education. He has contributed to projects involving agent-based social skills training, hybrid intelligence for cognitive process analysis, and computational thinking assessment in higher education. His work spans mobile learning, collaborative learning analytics, and gamification in MOOCs. He collaborates extensively with researchers like Marco Kalz, Roland Klemke, and Hendrik Drachsler. Notable contributions include the Presentation Trainer for public speaking feedback and the DojoIBL platform for inquiry-based learning. His research emphasizes multimodal learning systems, including AR/VR applications and sensor-based training tools. He explores the integration of AI into educational platforms, as seen in projects like JELAI and the ARTES architecture for social skills training.
Prof. Dr. Ingmar Ickerott is a faculty member at Osnabrück University of Applied Sciences, affiliated with the School of Management, Kultur und Technik (MKT, Campus Lingen) under the University management department. His academic career spans over two decades, focusing on logistics management, digitalization in supply chains, and smart technology applications like Smart Glasses and Augmented Reality . Academic Background : Diplom-Kaufmann in Business Administration (2001), Ph.D. in Economics (2006). Professional Roles : Senior Project Manager at arvato (2008–2010), Professor since 2010, Dean of MKT since 2019, Vice President for Digitalization since 2019. His research emphasizes logistics innovation , Lean Management , and digital solutions in rural healthcare . Key projects include Land.Digital (2019–2022) and LEAN 4.0 (Erasmus+, 2019–2021). Publications since 2004 cover agent-based simulation , Smart Device economics , and AR in logistics . He actively lectures on topics like Logistics 4.0 and Digital Onboarding . Projects & Grants : Land.Digital : €165,000+ (Erasmus+), 2019–2021. Dorfgemeinschaft 2.0 : €1.46M (BMBF), 2015–2021. Glasshouse : €208,557 (BMBF), 2015–2019.
Bridget Franco is a Professor at the College of the Holy Cross, serving as Co-Director of Latin American, Latinx, and Caribbean Studies and Incoming Director of the Montserrat program starting July 2025. She earned her Ph.D. in Spanish from the University of California, Irvine. Her interdisciplinary research focuses on Latin American film studies, Southern Cone memory studies, and experiential pedagogy in Spanish-language education. Franco is committed to digital humanities initiatives, including open-access resources like Cineglos , and community-based learning projects such as El Español en Camino . Her academic work spans film analysis, literary criticism, and educational innovation, with publications in Hispania , Diálogo , and Studies in Spanish and Latin American Cinemas . She has co-edited special issues on Indigenous presence in Latin American cinema and authored books on Latin American art and film. Franco teaches courses on Latin American film, literature, and cultural studies, emphasizing collaborative learning and local community engagement. Recent projects include a 2024 article on Afro-Latin cinema pedagogy and a 2023 book on Latin American art representation. She has developed simulation games for border studies and contributed to Reacting to the Past curricula. Franco’s work bridges academic scholarship with public-facing initiatives, advocating for democratic cultural access and interdisciplinary dialogue.
Matthew Patrick James Lynch is an Associate Professor at the Department of Engineering, Oslo and Akershus University College of Applied Sciences. His academic focus revolves around entrepreneurship education, design thinking, and innovation. He teaches courses such as 'Studentbedrift' (entrepreneurship and startups), 'Creativity and Entrepreneurship', and 'Design Thinking'. Background: Lynch transitioned from practicing entrepreneurship to academia, teaching since 2014. He is pursuing a doctorate in Innovation at NTNU, researching entrepreneurial mindset and innovation, emphasizing human potential and value creation through innovation. His professional background includes being a chartered accountant. Research Interests: His work explores entrepreneurial mindset development, design thinking integration in education, and adapting entrepreneurship education to a rapidly changing world. He emphasizes practical methods and pedagogical innovation, such as gamification and systems thinking. Key Projects: He leads initiatives like the FREIIA (Facilitating Resilience Embracing Islands Innovation) project and GreenBizz. His research outputs include over 20 peer-reviewed articles and conference contributions, focusing on pedagogy, innovation strategies, and systemic challenges in entrepreneurship. Grants & Labs: While specific grants are unmentioned, his involvement in collaborative projects (e.g., Fredrikstad Living Lab) highlights applied research. He actively engages with industry through executive education programs (e.g., for Wilhelmsen) and workshops (e.g., Design Thinking for startups in Vietnam).
René Röpke is an Assistant Professor at TU Wien since August 2024. Previously, he conducted his PhD and postdoctoral research within the Learning Technologies Research Group at RWTH Aachen University, focusing on personalized game-based learning for cybersecurity education. His academic journey includes a Bachelor's and Master's from Technical University of Darmstadt and a study semester at Simon Fraser University in Canada. His research interests span Learning Technologies, AI-driven Education, Game-based Learning, and Open Educational Resources (OER). Notable projects include the AIStudyBuddy initiative for AI-powered study planning and the development of serious games for phishing education. He has contributed to tools like WebWriter for interactive content creation and BuddyAnalytics for educational data visualization. Röpke’s recent publications emphasize leveraging AI and process mining for personalized learning solutions, study path optimization, and collaborative learning analytics. His work bridges theoretical educational frameworks with practical digital tool development, aiming to enhance individualized and equitable access to education. He has actively participated in conferences like LAK (Learning Analytics & Knowledge) and DELFI, advocating for open science practices and transparency in educational technology. His contributions highlight a strong focus on human-centered design principles in educational technologies.
John R. Hott is an Associate Professor in the Department of Computer Science at the University of Virginia. He holds a Ph.D. from the University of Virginia (2018) and degrees from the College of William and Mary (B.S. 2005, M.S. 2007). His research focuses on improving CS education through AI integration, analyzing student collaboration dynamics, and social network evolution. He also explores data visualization and interdisciplinary applications in the humanities and education. Education: Ph.D. Computer Science, University of Virginia, 2018 M.S. Computer Science, College of William and Mary, 2007 B.S. Computer Science and Mathematics, College of William and Mary, 2005 Research Interests: CS Education innovations Collaboration policies and academic integrity Social network analysis in evolving systems AI-driven classroom tools Data visualization techniques CS integration in humanities His recent work emphasizes equitable course design, leveraging community software, and pandemic-era educational adaptations. Notable contributions include the ASCI initiative and analysis of Piazza engagement patterns. Awards: ACM@UVA Teacher of the Year (2024) ACM@UVA Rising Star Faculty (2023) Raven Fellowship (2015) John teaches courses like CS4730 (Game Design), CS4640 (Web Programming), and foundational algorithms and data structures. His work bridges pedagogical theory with practical classroom implementation, emphasizing scalable solutions for large enrollments.
Allen Clarence Jones is an Associate Professor in the Department of Cultural Studies and Languages at the University of Stavanger (UiS), Faculty of Arts and Education. His academic work focuses on the intersection of creative writing, literary games, and innovative pedagogy. He is actively involved in both research and artistic production, contributing to international conferences and publishing widely on experimental writing and game-based learning. His research interests include: Creative Writing and Experimental Pedagogy Game-Based Learning and Recombinatory Writing Surrealist and Dialogic Composition Digital Composition and Interactive Literature Modernist and Contemporary Literary Analysis Creative Awareness and Divergent Thinking in Education The most recent articles show a strong thematic focus on using games as tools for literary engagement and creativity training. His publications span peer-reviewed conference proceedings, creative fiction, poetry, and pedagogical guides, reflecting a hybrid scholarly-artistic approach. He frequently presents at international venues such as the Ubud Writers Festival, Hemingway Society, and Nordic Association for English Studies, indicating broad academic engagement. Notable scientific awards or honors are not mentioned in the provided text. Allen Clarence Jones has contributed to curriculum development, particularly in the UiS English Lektor Program, and has led creative writing retreats and workshops. While no formal list of advisees is provided, his educational materials suggest mentorship roles in training creative thinking. He is involved in projects like the DEMCI colloquium and Erasmus READY, indicating participation in international educational initiatives. He leads or contributes to creative projects such as the Poetry Planet prototype and the Dylan Thomas Game , which explore digital and interactive forms of literary expression. These initiatives suggest leadership in experimental and technology-mediated literary practices.
Horst Pohlmann is a Lecturer for Cultural Media Education and Head of the Media Department at the Academy for Cultural Education of the Federal Government and the State of North Rhine-Westphalia. He also contributes to the MA in Game & Media Education program at Ernst-Abbe-Hochschule Jena as part of their teaching staff. Mr. Pohlmann holds qualifications as a qualified social worker and media play educator (M.A.). His educational background has prepared him for specialized roles in media education and youth protection services. His professional interests focus on the intersection of media, education, and play-based learning approaches. Specifically, he explores how digital and traditional media can be integrated into educational settings through game pedagogy. His work emphasizes cultural media education, youth media protection, and the application of media in social work contexts, with particular attention to creating safe and enriching media environments for young people. Mr. Pohlmann's approach combines theoretical understanding with practical implementation in educational contexts. Throughout his career, Mr. Pohlmann has demonstrated leadership in media education initiatives. From 2007 to 2015, he co-directed 'Spielraum' at the Institute for Media Research and Media Education at the Cologne University of Technology, where he likely supervised students and junior staff in media education projects. His current role as head of the media department indicates ongoing administrative responsibilities alongside his teaching duties.
Michael Neff is a Professor at the University of California, Davis, affiliated with the Department of Computer Science and Department of Cinema and Digital Media. He directs the Motion Lab, an interdisciplinary research group exploring the intersection of computation and human movement. Education: PhD in Computer Science from the University of Toronto (2005), Certified Laban/Bartenieff Movement Analyst (CLMA, 2009) Research Interests: Focus on character animation tools, gesture and nonverbal communication modeling, physics-based animation, and applying performing arts concepts to virtual character movement. His work bridges art and science through collaborations with robotics, psychology, and dance departments. Recent Research Trends: Over the past five years, his publications demonstrate a focus on speech-driven gesture synthesis, physics-based character control in VR environments, and multimodal analysis of movement perception. Key themes include tension modeling, motion style transfer, and avatar trust dynamics. Awards & Recognition: NSF CAREER Award (2009-14) Isadora Duncan Award for Visual Design (2009) Best Paper Awards at Intelligent Virtual Agents (2007), Motion in Games (2015, 2016) Alain Fournier Memorial Award (2005) IBM PhD Fellowship for advisee Simbarashe Nyatsanga Advising & Collaborations: Has mentored 18 graduate students (PhD/Masters) and numerous undergraduates. Collaborates across disciplines with computer scientists, dancers, and psychologists. Currently chairs the Department of Cinema and Digital Media. Laboratory Facilities: Established a motion capture lab in 2007 featuring a 12-camera optical system in a 750 sq ft studio, supporting interdisciplinary research in movement analysis.
Jane Hunter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Design and Society. She has a robust academic and professional background spanning K–12 education, teacher education, and educational leadership. Her research is centered on pedagogy, curriculum development, and technology-enhanced learning, with a strong focus on integrated STEM and STEAM education. University: University of Technology Sydney School: Faculty of Design and Society Department: School of International Studies and Education Academic Rank: Associate Professor Email: Jane.Hunter@uts.edu.au Education: PhD in Education, Western Sydney University (2010–2013) M.Ed (Hons 1), University of Sydney Graduate Diploma in Education, University of Canberra B.A., Australian National University Research Interests: Jane Hunter’s research focuses on teacher professional learning, pedagogical innovation, and the integration of technology in education. She developed the 'High Possibility Classrooms' framework, which emphasizes teacher agency, creativity, and integrated STEM/STEAM learning. Her work explores how teachers can use technology meaningfully to enhance student engagement and learning outcomes, particularly in disadvantaged and linguistically diverse communities. Recent Research Trends: Her 15 most recent publications reveal a consistent focus on integrated STEM/STEAM education, school-university partnerships, teacher professional development, and the ethical use of data and AI in education. She frequently investigates how pedagogical frameworks can support teacher autonomy and how digital tools can be used authentically in classrooms. Her work also extends to social justice themes, including Indigenous education and anti-racism through sport. Scientific Awards: Vice Chancellor's Award for Teaching & Learning (UTS) Australian Teacher Education Association Early Career Researcher Award Beth Southwell Research Award for Outstanding PhD Thesis SITE and Microsoft Award for Technology Enriched Instruction Office of Learning and Teaching Citation for Outstanding Contributions to Student Learning University of Western Sydney Citation for Outstanding Contributions to Student Learning University of Sydney Teaching Excellence Award Supervision and Grants: Jane is a Cat 1 HDR supervisor and mentors early-career academics. She has led multiple funded research projects, including 'High Possibility STEM Classrooms', 'Building Culture, Capacity and Community in STEAM', and studies on AI in education. She has supervised PhD, M.Ed, and Honours theses, and supports colleagues in publishing scholarly work. Labs and Research Groups: Jane is the Convener of the Life-wide Learning and Education (LLE) Research Group at UTS and a past member of the Centre for Research on Education in a Digital Society (CREDS). She also contributes to the UTS Library Creative-in-Residence Board and the Informal Learning Spaces Committee, reflecting her commitment to innovative and inclusive learning environments.
Angela D. R. Smith is an Assistant Professor at The University of Texas at Austin, specializing in human-computer interaction (HCI), computer supported cooperative work, and information sciences. Her research focuses on designing equitable sociotechnical interventions for homeless young adults in shelter networks, employing community-based participatory research and participatory design methods. She draws on critical race theory, intersectionality, and asset-based approaches to address systemic inequities in technology. Before her academic role, Angela worked as an IT Consultant, Cybersecurity Analyst, and UX Researcher at Airbnb and startups. Her interdisciplinary background bridges technical expertise with social justice advocacy. She holds a Ph.D. in Technology & Social Behavior from Northwestern University. Her work emphasizes ethical AI frameworks, culturally informed design, and social justice in computing education. Key themes include algorithmic equity, marginalized community engagement, and reimagining technology’s role in fostering social change.
Min Yeo (he/him/his) is a Design Critic in Landscape Architecture at Harvard University's Graduate School of Design (GSD), within the Department of Landscape Architecture. His research explores formal responses to ecological forces at the intersection of architecture, urbanism, and landscape architecture. His doctoral work examined the organizational challenges of experimental design research through a historical analysis of the Princeton Architectural Laboratory (1949–1954). He teaches core landscape architecture courses such as Landscape Architecture III, Landscape Representation I and II, and Landscape Architecture II. These courses emphasize design methodologies and representation techniques central to contemporary landscape practice. While no formal grants or awards are listed, his scholarly publications span neuroscience and behavioral studies, including work on transcranial magnetic stimulation (TMS) and cognitive reappraisal. These interdisciplinary contributions suggest a dual focus on design pedagogy and neuroscientific inquiry. His academic role at the GSD emphasizes studio-based teaching and critical design discourse, reflecting his commitment to advancing ecological and urban design practices through historical and experimental lenses.
Gediminas Urbonas is an Associate Professor and Director of the Art, Culture, and Technology (ACT) program at the Massachusetts Institute of Technology's School of Architecture and Planning. He co-founded Urbonas Studio with Nomeda Urbonas, an interdisciplinary research practice that facilitates exchange among diverse nodes of knowledge production and artistic practice. His educational background includes teaching positions at NTNU (Norwegian University of Science and Technology, 2005-2009), CAFA (Central Academy of Fine Arts, 2018-2022), Vytautas Magnus University, and NABA (Nuova Accademia di Belle Arti in Milan). Urbonas is renowned for his interdisciplinary practice exploring the transformation of civic spaces and collective imaginaries. His research interests span socio-ecological systems, public space, urban ecology, multispecies perspectives, and environmental art. He uses artistic platforms to render public spaces for interaction, engaging social groups and evoking local communities' cultural and political imagination. His major projects include Zooetics (exploring non-human intelligence), Climate Visions, The Swamp School, and the long-running Druzhba Project examining Soviet-era oil infrastructure. His work has evolved toward creating environments that foster multinatural intelligence and address planetary ecological imbalance. Lithuanian National Prize for Culture and Arts (2007) Prize for Best International Artist at the Gwangju Biennale (2006) Prize for the National Pavilion at the Venice Biennale (2007) Silver Medal for Contributions to Liberal Arts Education from Vytautas Magnus University (2024) Urbonas has advised numerous students through MIT's ACT program, with alumni working across diverse artistic and research fields. His work connects artistic practice with ecological concerns, infrastructure studies, and social engagement. He has established international recognition through exhibitions at major biennales including São Paulo, Berlin, Moscow, Venice, and Documenta. His scholarly contributions include co-editing 'Public Space? Lost and Found' (MIT Press, 2017) and the forthcoming 'Swamps and the New Imagination' (2025).
Dr. Mike Katchabaw is an Associate Professor in the Department of Computer Science at The University of Western Ontario. His research focuses on game design and development, including adaptive game systems, believable agents, algorithmic music composition, and networked game optimization. He holds a Ph.D. from Western (2002) and has been with the department since 2002. Teaching responsibilities include courses on open-source projects, software maintenance, game development, and game design. He is affiliated with the Digital Recreation, Entertainment, Art, and Media (DREAM) Group. Key research areas include psychosocial behavior modeling in NPCs, automated difficulty adjustment, and latency management in multiplayer games. Publications span over 30 refereed journal/conference papers, book chapters, and technical reports. Notable achievements include the Best Paper Award at GameOn 2011 and a patent for a flexible music composition engine. He has contributed to commercial games like 'To The Moon' and 'Animal Planet Vet Life' as a consultant/lead programmer.
