Pierre-François Gerard is affiliated with Goldsmiths, University of London as a Researcher. His work focuses on leveraging spatial design and virtual reality (VR) to enhance cognitive performance and immersive learning environments. He holds a PhD in Virtual Architecture Framework for Immersive Learning Environments from Goldsmiths (2020). His research integrates architecture, cognitive science, and educational technology to explore how spatial qualities influence memory and task performance in VR settings. Key research themes include the Method of Loci for memory optimization, spatial analysis using isovist techniques, and the design of architectures that support embodied cognition. Gerard has presented at conferences such as the 7th International Conference of the Immersive Learning Research Network (iLRN) and has contributed to projects like ArchiMemory, which examines memory retention through virtual environments. His interdisciplinary approach bridges architecture, technology, and cognitive science to advance immersive learning methodologies.
Theresa Gaul is Professor of English and Director of the Core Curriculum at Texas Christian University (TCU), where she also serves as a key leader in multiple academic initiatives. She holds faculty positions in the Department of English within the AddRan College of Liberal Arts, with cross-affiliations in Gender & Sexuality Studies, Women's Literature, American Literature, and Race & Ethnic Studies programs. Her academic leadership extends to founding TCU's Native American and Indigenous Peoples Initiatives and transforming Women and Gender Studies from a program to a full department. Dr. Gaul's educational background includes: Ph.D. in English from the University of Wisconsin-Madison MA in English from the University of Wisconsin-Madison BA in English from St. Catherine University Professor Gaul specializes in American literature to 1900 with particular expertise in women's writing, Native and Indigenous studies, race and ethnicity, gender and sexuality, epistolary writings, and archival methods. Her research employs feminist methodologies to recover marginalized voices, particularly focusing on early Indigenous writers and US women's literary contributions. She examines how letters function as literary forms and how cultural encounters shape American literary history, with recent work exploring the multicultural literary history of nineteenth-century Texas. Her scholarly publications reveal a consistent focus on recovering and analyzing marginalized voices in American literary history, particularly Indigenous women writers and early US women authors. Gaul's work often examines epistolary forms and the intersection of race, gender, and cultural identity. She demonstrates particular expertise in textual editing and archival recovery, with significant contributions to understanding Cherokee literary history and missionary interactions. Her research shows an evolving trajectory from early American women's writing toward deeper engagement with Indigenous perspectives and Texas literary history. Professor Gaul has received notable recognition for her scholarly and institutional contributions: Society for the Study of American Women Writers Triennial Scholarly Edition Award (2015) for "Cherokee Sister: The Collected Writings of Catharine Brown, 1818-1823" Michael R. Ferrari Award for Distinguished University Service and Leadership for transforming Women and Gender Studies into a department Deans' Teaching Award recognizing her excellence in instruction As an academic leader, Professor Gaul has made substantial contributions beyond traditional teaching and research. She successfully led Women and Gender Studies from program to department status, creating two majors during her six-year directorship. She has chaired the English department, co-founded TCU's Native American and Indigenous Peoples Initiatives, and served as lead writer for TCU's Quality Enhancement Project: "Finding Ourselves in Community." Currently as Director of the Core Curriculum since 2021, she has implemented the first changes to TCU's general education curriculum in two decades, demonstrating her commitment to educational innovation and institutional advancement. Professor Gaul actively contributes to academic communities through editorial work, having served as co-editor of "Legacy: A Journal of American Women Writers" (2008-2015), editor of the "Legacies of American Women Writers" book series, and co-editor of multiple scholarly volumes including "Letters and Cultural Transformation, 1760-1860" (2009) and the forthcoming "Being in Relation: Indigenous Peoples, the Land, and Texas Christian University, 1873-2023." Her current research focuses on nineteenth-century multicultural literary history of Texas, continuing her commitment to recovering underrepresented voices in American literary history.
David Kirsh is a Professor in the Department of Cognitive Science at the University of California, San Diego. He holds a D.Phil from Oxford University and completed post-doctoral work at MIT's AI Lab. His research focuses on distributed cognition, embodied cognition, and human-computer interaction, with specific interests in how environments shape cognitive processes and how physical objects become tools for thought. Key research areas include: Theory of Interaction: Examines how people adapt environments to simplify cognitive tasks Environment Design: Develops principles for designing collaborative spaces and smart rooms Information Architecture: Designs large-scale web systems and information spaces Dr. Kirsh directs the Interactive Cognition Lab and co-directs the Arthur C. Clarke Center for Human Imagination. His work bridges cognitive science with practical applications in workplace design, e-learning, and human-computer interaction.
Anders Hedman is an Associate Professor at the Division of Media Technology and Interaction Design (MID), part of the School of Electrical Engineering and Computer Science (EECS) at KTH Royal Institute of Technology. His research integrates philosophy, computer science, and psychology, focusing on cognitive endurance, AI ethics, consciousness studies, and mindfulness in technology. He holds a PhD in Human-Computer Interaction from KTH (2004) and a BA in Philosophy & Psychology from UC Berkeley (1995). Education and Roles: Docent in Media Technology and Interaction Design (2018) Associate Professor at KTH since 2010 Former Visiting Fellow at UC Berkeley (2005–2008) National Expert at the European Commission (2008–2010) Research Interests: Hedman explores the intersection of technology and human cognition, emphasizing ethical implications of AI, cognitive science, and mindfulness. His work addresses societal challenges like digital addiction, existential risks from AI, and sustainable design practices. He authored the book *Consciousness from a Broad Perspective* (2017), synthesizing interdisciplinary perspectives on consciousness. Teaching and Courses: Leads courses on AI in Society, Human-Centered Technology, and Generative AI applications. Oversees multiple degree projects in Computer Science and Engineering. Labs and Initiatives: Active in Digital Futures, a KTH-led interdisciplinary research center addressing societal challenges through digital innovation. Collaborates on projects like cognitive endurance monitoring systems and mindfulness-based digital tools.
Mijung Kim is a Professor in the Faculty of Education at the University of Alberta. She holds a PhD from the same institution and has held academic roles at Seoul National University, National Institute of Education (Singapore), and the University of Victoria prior to joining Alberta in 2015. Her research focuses on science education as inquiry, children’s scientific reasoning, dialogical argumentation, socioscientific reasoning for sustainability, and teacher professional vision. Education: PhD in Education, University of Alberta Research Interests: Teaching science as inquiry-based learning Children’s scientific reasoning and collaborative problem-solving Socioscientific reasoning for sustainability education Teacher professional development in STEM education Curriculum analysis using Bloom’s Taxonomy Awards: Springer Best Paper Award (2018) Best Paper Award, International STEM Education Conference (2014) Springer Best Paper Award, Asian Science Education Conference (2008) Grants & Professional Work: SSHRC Insight Grant (2023–present) for reasoning and decision-making skills in socioscientific contexts Co-PI on a University of Alberta grant (2020) for STEM education professional development Extensive grants focused on argumentation, sustainability, and inquiry-based teaching Teaching: Courses include EDEL 330 (Elementary Science Pedagogy), EDEL 567 (Educational Research Methods), and EDES 509 (Science Teaching Strategies)
Charlotte Wegener is an Associate Professor at Aalborg University's Department of Communication and Psychology, within The Faculty of Social Sciences and Humanities. She holds roles as Section Manager and Head of Research, and leads FoCUS – Research Center for Learning and Education in Elderly Care. Her work bridges academic writing, social innovation, and learning in elderly care and vocational education. She co-founded FoCUS and leads the PROFRES 2.0 Research School in Norway, focusing on practice-near PhD training. Education: Completed Research Management (Copenhagen Business School) and Adjunktpædagogikum. Her research focuses on expansive learning environments, interprofessional collaboration, and creative methodologies in education and healthcare. She has led 22 projects including LABCare (elderly care innovation) and Think Tank PROFRES 2.0. Research Interests: Social innovation in elderly care, vocational education systems, boundary-crossing practices, and academic writing as creative analysis. Key themes include care work dynamics, upcycling concepts, and collaborative research methodologies. Publications emphasize care work embodiment, expansive learning frameworks, and creativity in degrowth contexts. Over 129 outputs span journals like Nordic Journal of Vocational Education and Training and conferences on social innovation. Awards: Not explicitly listed, but her leadership roles and prolific publications reflect recognition in her field. Advising: No listed advisees, but mentors PhD candidates via PROFRES 2.0. Labs/Groups: FoCUS Center, ALOVE research group (Nord University), and the Organization, Work & Management unit at Aalborg. Active in Nordic transdisciplinary networks focusing on welfare innovation and educational reform.
Thecla Schiphorst is Professor and Director of the School of Interactive Arts and Technology at Simon Fraser University. Her research bridges dance, computing, and embodied interaction, focusing on movement knowledge representation, wearable technologies, and aesthetics of interaction. With interdisciplinary MA (Dance and Computing Science) from SFU and PhD from University of Plymouth, she applies somatic models like Laban Movement Analysis to technology design. Schiphorst co-developed Life Forms, the choreographic composition tool used by Merce Cunningham for his creations (1990-2005). Her work expands embodied theory applications in HCI through research in tangible interfaces, natural interaction, and experience design. She teaches courses exploring artificial intelligence applications and ethical challenges.
Associate Professor Kath Dooley is an academic and filmmaker at UniSA Creative, University of South Australia. She specializes in virtual reality (VR) narratives, screen production methodologies, and feminist media studies. Her roles include serving on the Executive and Research Subcommittee of the Australian Screen Production, Education and Research Association (ASPERA), and contributing to editorial boards such as the Journal of Screenwriting . She has authored influential books like Cinematic Virtual Reality: A Critical Study of 21st Century Approaches and Practices (2021) and Virtual Reality Narratives: Embodied Encounters in Space (2024), co-edited works including Screenwriting for Virtual Reality (2024), and published widely on topics like gender equity in screen industries and immersive storytelling techniques. Her research focuses on the intersection of technology and narrative, exploring how VR and 360-degree media redefine storytelling. Recent work examines challenges for women and gender-diverse professionals in virtual production sectors through projects like Lost in the Virtual Abyss (2025). She actively collaborates with industry partners and academic networks, serving as a TEQSA expert and conference convener. Her creative output includes award-winning short films and VR experiences like No Bus (2021) and Impact: Beyond the Night Sky (2020). Dooley’s leadership extends to educational roles, including Discipline Lead and Head of Department, emphasizing interdisciplinary approaches in screen production education. She advocates for diversity in screen industries and employs practice-based research methods to bridge academic and creative industries.
Claudia Molitor is a composer, artist, and performer at City St George's, University of London, where she is affiliated with the Department of Music and Sound Arts within the College of Arts and Sciences. Her work bridges music, sound art, video, and fine art, with a strong focus on interdisciplinary and collaborative practices. University: City St George's, University of London School: College of Arts and Sciences Department: Department of Music and Sound Arts Email: claudia.molitor@citystgeorges.ac.uk Her research explores composition as a cultural and technological practice, particularly through the lens of expanded notation, the phenomenology of listening, and collaborative creation. Her artistic inquiry often engages with philosophical concepts such as Timothy Morton’s 'hyperobject,' challenging traditional notions of authorship and the musical work. The breadth of her recent publications and compositions reveals a sustained engagement with themes of perception, environment, embodiment, and materiality. Projects like Sonorama , The Singing Bridge , and MELT demonstrate her interest in site-specific sound installations, acoustic ecology, and the interplay between sound and space. Her work frequently integrates technology, historical reconstruction (e.g., Walking with Partch ), and sensory experience. Notable scientific contributions include peer-reviewed articles such as 'Composition as Hyperobject' and 'Curating experience: Composition as cultural technology – a conversation,' reflecting her theoretical depth and engagement with contemporary art discourse. She has been actively involved in mentoring and collaborative research, though specific student names are not listed. Her artistic projects often involve partnerships with institutions like Tate Britain, NMC Recordings, and the British Library, indicating significant grant and project funding, though specific grants are not detailed. Her creative output is exhibited and performed internationally, including at festivals such as Wien Modern, hcmf//, Spor, BBC Proms, and Sonica, as well as venues like Somerset House and the Onassis Cultural Centre. These engagements suggest leadership in collaborative artistic teams and labs focused on experimental sound and interdisciplinary research.
Erik Nystrom is a composer and academic at City, University of London, specifically affiliated with City St George's, where he conducts research and artistic work in electroacoustic and computer music. His practice centers on multichannel sound, spatial texture, and live interactive performance using algorithmic systems. He previously held a Leverhulme Early Career Fellowship at the University of Birmingham’s BEAST studio, contributing significantly to spatial synthesis and performance aesthetics. Education: PhD in Electroacoustic Music, City University, London (supervised by Denis Smalley) MA in Electroacoustic Music, City University, London (supervised by Denis Smalley) Erik’s research explores the intersection of human and machine agency in improvisation, focusing on post-human cognition, nonconscious processes, and the concept of intra-action. His work integrates machine learning, agent-based systems, and real-time synthesis, particularly through the SuperCollider environment. He investigates how algorithmic systems can co-create with human performers, generating emergent sonic textures through feedback and listening behaviors. Key themes include spatial sound, acousmatic improvisation, and the philosophical underpinnings of technological creativity. His 15 most recent works and publications reveal a strong trend toward algorithmic improvisation, cognitive assemblages, and spatial synthesis. The articles and compositions emphasize machine learning, real-time interaction, and the blurring of composition and performance. Subfields such as post-human attractors, topographic synthesis, and listening agents dominate his recent output, reflecting a deep engagement with both technical innovation and philosophical inquiry in music. Scientific Awards: Leverhulme Early Career Fellowship (2015–2018) The Merciful Company Cordwainer's Prize for Outstanding Achievement on the MA Programme Mercer's Music Prize for Most Outstanding Achievement on the PhD Programme Audience Prize at Metamorphoses International Electroacoustic Composition Competition, Brussels (2010) Erik has advised no formal students listed in the text, but his research has been supported through competitive grants such as the Leverhulme Fellowship. He has presented his work globally at major conferences including ICMC, SMC, NIME, and Beyond Humanism. His compositions have been released by empreintes DIGITALes and performed at institutions like the University of Oxford and De Montfort University. He is actively involved in creative labs and research teams, notably through his work with BEAST (Birmingham Electroacoustic Sound Theatre) and participation in symposia such as the IKO/OSIL Symposium in Graz, Austria. His current practice involves developing interactive systems for live spatial performance, often involving collaborative electroacoustic composition with intelligent agents.
Dr. Jaipreet Virdi is an Associate Professor in the Department of History at the University of Victoria, specializing in the history of disability, science, technology, and medicine. She holds a PhD from the University of Toronto’s Institute for the History and Philosophy of Science and Technology and has held prestigious fellowships at the Max Planck Institute and Brock University. Her research bridges academic scholarship with public engagement, focusing on how medical and technological interventions shape disabled lives. BA: York University MA, PhD: Institute for the History and Philosophy of Science and Technology, University of Toronto Her research centers on disability history , particularly the intersections of technology, medicine, and identity. She explores how deafness has been historically pathologized and how assistive devices like hearing aids are sites of cultural and political resistance. She also investigates endometriosis as an invisible illness, analyzing how gender, race, and cultural stigma affect diagnosis and care, especially within South Asian communities. Her work in material culture examines how everyday objects reflect and shape disabled experiences. Her recent publications span topics from deaf futurity and respiratory technologies to colonial pharmaceuticals and feminist health networks. These works reveal a consistent focus on marginalized voices, patient agency, and the co-production of medical knowledge. Her scholarship demonstrates a deep commitment to making historical insights accessible beyond academia. Her awards include the British Society for the History of Science Hughes Prize (2021) , the American Association for the History of Medicine Welch Award (2022) , and the Disability History Association Best Article Award . She is also an Organization of American Historians (OAH) Distinguished Lecturer , underscoring her national impact in public history. Dr. Virdi is actively involved in mentoring through public scholarship and community-based research. She leads a CIHR-funded project on endometriosis and feminist health networks, advocating for accessible healthcare and disability justice. Her work is supported by grants that enable oral history collection and interdisciplinary collaboration. She co-leads the Objects of Disability project, which investigates the design and cultural meaning of assistive technologies. This initiative brings together historians, designers, and disabled communities to rethink the narratives embedded in everyday objects.
Stephen Roddy is a Lecturer in the Department of Digital Humanities at University College Cork (UCC) and Programme Director for the MA in Digital Arts and Humanities. He holds a Ph.D. in Sonification from Trinity College Dublin (2016), focusing on the use of sound to convey data. His research integrates auditory display, AI/ML, IoT, and creative coding, with theoretical roots in cybernetics and embodied cognition. He has led projects funded by the IRC Postdoctoral Fellowship and contributed to IEEE standards on ethics in AI in the arts. He maintains an active creative practice, including performances at the Wrong Biennale and New York Electroacoustic Music Festival. Notable works include Signal to Noise Loops and Corpus/Mimesis . Awards include the 2022 'Best Use of Sound' award from the International Community for Auditory Display. His work explores intersections between technology, art, and ethics, with over 20 peer-reviewed publications in journals like Leonardo and IEEE Communications Magazine . Research highlights include the use of FM synthesis for IoT sonification, cybernetic approaches to generative music, and embodied cognition frameworks for sound design. Grants and fellowships underscore his interdisciplinary impact in digital humanities and sound studies.
Alessandro Di Nuovo is a Professor in the Department of Computing and Mathematics at Sheffield Hallam University, within the College of Business, Technology and Engineering. He is a leading researcher in cognitive and developmental robotics, with a focus on human-robot interaction, assistive technologies, and neuromorphic computing. His work bridges AI, robotics, and healthcare, particularly in applications for autism therapy and active ageing. His research spans cognitive robotics , neuromorphic computing , assistive robotics , and human-robot interaction , with a strong emphasis on embodied cognition, numerical cognition in robots, and privacy-aware systems. He has pioneered the use of spiking neural networks and event-based vision for real-time robotic perception and learning. His work often integrates cloud computing and multimodal interfaces to enhance robotic services for elderly care and children with developmental disorders. The recent publications highlight a consistent trend in personalized, interactive learning systems , where robots learn from human feedback using reinforcement learning, natural language, and sleep-inspired consolidation. There is also a growing focus on privacy and cybersecurity in social robotics, reflecting ethical considerations in assistive technologies. Applications are strongly oriented toward healthcare , including stroke rehabilitation, ASD screening, and in-home monitoring for older adults. He has been involved in numerous collaborative projects, often as a principal investigator or senior researcher, working with institutions across Europe. His contributions to major conferences and journals underscore his leadership in the field of cognitive and developmental systems. Di Nuovo has supervised and collaborated with a wide range of students and researchers, including Simone Varrasi, Roberto Vagnetti, Muhammad Aitsam, and Daniela Conti. His work has been supported by grants from EPSRC and other UK research councils, particularly in the domain of robotics for healthcare and social good. He is actively involved in research groups focusing on assistive robotics , cognitive systems , and cybersecurity in healthcare robotics , contributing to both theoretical models and real-world implementations of socially intelligent robots.
J.B. van Grunsven is a researcher at Delft University of Technology, affiliated with the Technology, Policy and Management school and the Ethics & Philosophy of Technology department. Their work focuses on interdisciplinary research at the intersection of ethics, engineering, and societal impacts of technology. They are a core member of the Delft Design for Values Institute and actively contribute to the ESDIT project exploring the ethics of socially disruptive technologies. Key research interests include engineering ethics education, critical disability studies in technology, value-sensitive design, and the ethical implications of sociotechnical systems like social media and robotics. Their work often employs enactivism and embodied cognition frameworks to address normative challenges in technology development. Recent publications (2024-2025) highlight themes such as ethical frameworks for robotic care systems, value conflicts in smart home technologies, and the societal risks of digital phenomena like cancel culture. These studies emphasize practical applications of ethical theory in engineering and design contexts. Received the prize for best short paper at SEFI 2020 for innovative approaches to ethics education Co-awarded the VENI beurs in 2022 for research excellence Active in both academic publishing and public engagement, van Grunsven has delivered keynote presentations on topics ranging from neurodiversity's implications for cognition models to the ethical design of sex robots. They also contribute to journal peer-review processes, demonstrating leadership in scholarly governance. Current projects include leading aspects of the decade-long ESDIT initiative, which investigates ethical challenges posed by emerging technologies such as AI, biotechnology, and autonomous systems. This project fosters international collaboration across engineering, philosophy, and social science disciplines.
Benjamin A. Bross serves as Assistant Professor at the University of Illinois Urbana-Champaign's School of Architecture and is affiliated with the Center for Latin American & Caribbean Studies (CLACS). His interdisciplinary work bridges architectural practice, urban theory, and spatial philosophy, focusing on how physical environments embody sociocultural memory and economic dynamics through placemaking processes. Education: PhD in History, Universidad Iberoamericana, Mexico City (2016) Master of Urban Design, University of California, Berkeley (2006) Master of Architecture, Harvard University Graduate School of Design (2001) Bachelor of Arts in Architecture, University of California, Berkeley (1996) Bross's research centers on placemaking —examining spatial production processes that generate unique environments reflecting physical conditions, sociocultural practices, and economic activities. His methodology integrates architecture, urbanism, material culture, phenomenology, and essentialism philosophy. Key interests include urban morphology in Mexico City and U.S. contexts (California, New York, Illinois), sustainable practices across building-to-regional scales (LEED Accredited), land use entitlements, and real estate development with 30+ years of professional experience across 75+ international projects. His work critically analyzes how spatial identities form through historical layering and contemporary interventions. Recent publications reveal strong thematic trends: historical analysis of public spaces (Mexico City's Zócalo, Memorial Stadium), post-industrial adaptation (mining towns, labor museums), and theoretical frameworks for spatial understanding (urban-rural definitions, game theory in settlements). His scholarship consistently connects Latin American case studies with global urban theory, emphasizing phenomenological experiences of place and sustainability within sociopolitical contexts. Scientific Awards: Israel Institute’s Faculty Development Grant (2024) Levenick iSEE Teaching Sustainability Fellowship (2022-23) Scott Opler Emergent Scholar Award (2021) Common Ground Network Emergent Scholar Award (2021) Illinois Distinguished Postdoctoral Research Associate (2017-18) Bross teaches graduate courses including ARCH 517 (Contemporary Architecture History), ARCH 576 series (Placemaking in Globalization, Urban Environments of Global South), and ARCH 592 (Latin American Urbanism). His undergraduate instruction spans urbanism studios (ARCH 371), health-focused design (ARCH 372), and sustainability education (ARCH 237). His industry background in project management (ICSC: CRX, CDP, Master Developer) informs practical teaching approaches. Through CLACS, he engages in outreach initiatives including K-14 resources and the QINTI Archaeology Field School in Peru, focusing on Latin American spatial practices and sustainable development. Bross collaborates with interdisciplinary teams through the Center for Latin American & Caribbean Studies, contributing to initiatives like the Andean Gallery Reinstallation and New Immigrant Foodways project. His fieldwork in Mexico and Peru emphasizes community-based approaches to spatial production, while his professional architecture practice provides real-world grounding for academic research on sustainable development and cultural heritage preservation.
