Dr. Yu Xia is an Assistant Professor of Instructional Design & Technology and Program Director of the School of Library & Information Management at Emporia State University. She holds a PhD in Learning, Design, and Technology from Pennsylvania State University and an MEd in Instructional Technology from the University of Virginia. Her research focuses on collaborative learning, design thinking, socioemotional practices in learning ecosystems, and technology-enhanced student engagement. Dr. Xia has published in Journal of the Learning Sciences and presented at international conferences such as ISLS and AERA. Her work emphasizes innovation in educational technology applications and pedagogical strategies for diverse learning environments. Key research trends in her publications include analyzing socioemotional dynamics in collaborative settings, evaluating educational technologies for synchronous learning, and exploring identity negotiation among early-career faculty. Notable contributions include her 2020 award-winning cybersecurity curriculum and studies on improvisation in engineering education. Professional affiliations include the Association for Educational Communications and Technology (AECT), International Society for the Learning Sciences (ISLS), American Educational Research Association (AERA), and the American Society of Engineering Education (ASEE). She is actively involved in curriculum development and open to research collaborations in her areas of expertise.
Dr. Stefanie Gerold is a researcher at BTU Cottbus–Senftenberg’s Faculty 5, Department of Sociology of Technology and Environmental Sciences. She holds a PhD in Economics and Social Sciences from Vienna University of Economics and Business (WU) and has conducted extensive research on working time reduction, platform-mediated labor, and socio-ecological policy frameworks. Her roles include serving as the representative of the decentralized Equal Opportunities Officer for Faculty 5 and academic advisor for the MA Transformation Studies program. Her research focuses on labor market transitions, time use patterns during crises, and inequalities in working conditions. Notable projects include the BMBF-funded ReZeitKon (analyzing pandemic impacts on work) and Platform Cleaners (examining digital labor platforms in cleaning sectors). Her work bridges ecological economics, critical labor studies, and policy design, emphasizing postwork perspectives and sustainable work models. Key publications explore platform-mediated labor dynamics, time wealth enhancement strategies, and critical reappraisals of work’s societal role. She collaborates with institutions like the Hans Böckler Foundation and contributes to interdisciplinary sustainability research. Gerold’s academic trajectory reflects a commitment to rethinking work’s centrality in societal structures and fostering equitable labor practices.
Steven Foster is a Professor at Oklahoma City University School of Law, where he serves as Director of Academic Achievement. He specializes in preparing students for the bar exam and designing programs to enhance academic success throughout their legal education and professional careers. BA, University of Oklahoma J.D., Oklahoma City University School of Law His research focuses on legal education reform, bar exam accessibility, and addressing educational inequities through asynchronous learning tools. He has published extensively on these topics, including analyses of bar exam validity and judicial abrogation impacts on treaty rights. Recent publications explore trends in legal pedagogy, emphasizing technology-driven solutions for student support and standardized testing in law. These works highlight his commitment to equitable legal education and professional readiness. CALI Excellence for the Future Awards for top grades in 17 classes Judge Dwain Box Memorial Award for Outstanding Appellate Advocate American Bankruptcy Institute’s Medal of Excellence School of Law’s Outstanding Graduate Award for Most Likely to Succeed Professor Foster teaches courses such as Advanced Bar Studies and Remedies , while managing programs like the Conquer the Bar lecture series and Student Led Reviews. His prior legal practice focused on insurance defense and products liability.
Julia E. Rodriguez is an Associate Professor and Scholarly Communication and Open Knowledge Librarian at Oakland University. She specializes in open access, scholarly communication, and open educational resources (OER). Her roles include coordinating the Affordable Course Materials Initiative (ACMI) and managing the OUR@Oakland repository. Rodriguez teaches faculty about author rights and alternative publishing methods, and she advises the Health Sciences - Public and Environmental Wellness Department and the Writing program. Dr. Rodriguez holds a Master of Library and Information Science (2005) from the University of Pittsburgh and a Master of Science in Arts Administration (Museum Studies, 2002) from the University of Oregon. Her research focuses on faculty research behaviors, copyright law, and the impact of social media in education. She has been recognized with the 2014 Faculty Recognition Honoree award for Exemplary Librarianship and served as a SPARC Open Education Leadership Fellow (2018-2019). Her service contributions include roles on the University Senate committees (General Education, Library, and Research), leadership in the Affordable Course Materials Initiative, and professional involvement with organizations like SPARC and ACRL. Rodriguez frequently presents at conferences on OER, copyright, and library instructional strategies, advocating for equitable access to educational resources and promoting open knowledge practices.
Alpha Yacob Arsano is an Assistant Professor of Architecture and Building Scientist at Northeastern University. Her research focuses on low-carbon, equitable bioclimatic building strategies to address climate challenges in vulnerable communities. She develops analytical methodologies and digital tools like ClimaPlus to optimize early-stage design decisions using large-scale building stock data from the global South. Education: Ph.D. in Building Technology, MIT (Feb 2022) SMArchS in Building Technology, MIT (June 2017) BSc in Architecture, Ethiopian Institute of Architecture (Mar 2013) Her work emphasizes global accessibility through initiatives like a MOOC on edX with 50,000+ learners. Research funding includes support from TATA Foundation and MIT Energy Initiative. Notable awards include the MIT TODA Award and Presidential Fellowship. Awards also include competition recognitions for climate innovation and urban design. Prior to MIT, she held roles at Transsolar Energietechnik and Allmann Sattler Wappner, blending academic and professional expertise.
Gail Ramster is a design researcher at the Royal College of Art (RCA), working within the Helen Hamlyn Centre for Design (HHCD) in the School of Design. She has been with HHCD since 2009 and co-leads the Public Toilets Research Unit with Professor Jo-Anne Bichard. As an RCA PhD supervisor and lecturer in inclusive and participatory design, she contributes significantly to academic programs while leading impactful research projects that address social challenges through community engagement. Gail graduated from RCA in 2007 with an MA in Industrial Design Engineering and previously worked internationally as a mechanical engineer. Her professional background spans wayfinding, product design, and industrial design, providing a strong foundation for her current research in inclusive design. Her research focuses on addressing social challenges through participatory and co-design methods with citizens and communities, particularly in the areas of public space accessibility, healthcare design, and urban environments. She has explored community engagement at multiple scales, from workplace design to neighborhood planning, with a special emphasis on public toilet accessibility. Her work consistently emphasizes how design processes can capture and respond to people's attitudes and aspirations across various contexts, from childhood obesity to autonomous vehicles. Ramster's publication record shows a consistent focus on inclusive design research with practical applications. Her work spans public infrastructure (particularly toilet accessibility), community engagement methodologies, healthcare design, and future urban environments. A notable pattern is her ability to translate research into tangible outcomes like The Great British Public Toilet Map and practical design guidelines that influence policy and practice. Good Toilet Commendation, Work of the Public Toilets Research Unit 2020-21 Japanese Toilet Association 2021 BSI Standards Makers Award 'Guidance on Safe Working during the COVID-19 pandemic' (advisory panel member), 2020 Finalist (Outstanding Impact in Society), The Great British Public Toilet Map, ESRC Impact Awards 2016 Finalist (Digital Health), The Great British Public Toilet Map, AbilityNet Tech for Good Awards 2016 Runner-up, The Great British Public Toilet Map, TSO Open.Up Awards 2010 Winner, Sat-Lav, Westminster Innovate 2007 As a PhD supervisor at RCA, Ramster mentors the next generation of design researchers while leading significant funded projects including Engaged: A toilet on every high street (funded by LEAP, Mayor of London), Air-Control-Reimagined (with Tata Consultancy Services), and the Global Healthcare Index (funded by WSP). Since 2020, she has co-led the Helen Hamlyn Design Awards, recognizing outstanding RCA graduate projects that improve people's lives. Her research has secured funding from diverse sources including the Open Data Institute, Nominet Trust, ESRC, AHRC, and various foundations. Ramster co-directs Public Convenience, a social enterprise spun out from RCA that manages The Great British Public Toilet Map. Through the Public Toilets Research Unit, she has conducted five major public toilet research projects, creating practical tools and knowledge exchanges like the Toilets Innovation and New Knowledge Exchange (TINKLE). Her work bridges academic research with real-world application, demonstrating how design can address pressing social challenges through meaningful community engagement.
Susan Prentice is the Duff Roblin Professor of Government at the University of Manitoba's Faculty of Arts, within the Department of Sociology and Criminology. Her research focuses on social inequality, public policy, and systemic discrimination, with specialties in family/social policy (particularly childcare), gender relations, and higher education equity. She holds a PhD and MES from York University. Prentice leads interdisciplinary projects addressing childcare accessibility, non-standard work challenges, and the intersection of care work with gender and social movements. She collaborates with feminist advocacy groups, unions, and governments to influence policy. Her teaching spans Political Science and Sociology, mentoring students across disciplines like Anthropology, Economics, and Women's Studies. Her research highlights childcare's role in economic development and social justice, with recent work analyzing pandemic-era childcare provider struggles and sexist AI interactions. Awards include the 2023 Trailblazer Award and Queen Elizabeth II Platinum Jubilee Medal. Prentice actively engages in outreach, mobilizing knowledge for policymakers and marginalized communities. Her advocacy extends to co-producing knowledge with social movements, emphasizing community-university partnerships. Current affiliations include the Childcare Resource and Research Unit, and she advises on national childcare system design. Past work exposed systemic gender pay gaps at the University of Manitoba and shaped Manitoba's childcare policies.
Ilaria Compagnoni is an Adjunct Professor at Ca' Foscari University of Venice's Department of Linguistics and Comparative Cultural Studies. Her research focuses on integrating Virtual Reality (VR), Artificial Intelligence (AI), and digital storytelling into language education. She holds a PhD in Language Sciences from Ca' Foscari University and the University of Primorska, Slovenia, and has conducted research at institutions including the University of Arizona and Technical University of Munich. Her teaching roles include adjunct lecturer positions at Ca' Foscari and University of Verona, specializing in English language instruction and digital pedagogy. Key research interests include VR's impact on collaborative learning, AI ethics in education, and innovative language teaching methodologies. She has presented at international conferences such as EuroCALL and CALICO, and published in journals like AILA Review and Glottodidattica . Awards include the DAAD Short-Term Grant and Fulbright Scholarship. Her work emphasizes bridging traditional pedagogy with emerging technologies to enhance language acquisition and intercultural competence. Teaching responsibilities include courses in English language instruction (FT0130) across multiple degree programs. She actively collaborates with educational technology initiatives like Immerse Language Learning and the Digital Innovation and Learning Lab (DIALL). Office hours are held remotely via Zoom or in-person on Wednesdays.
Lawrence Green is a Senior Lecturer at Manchester Metropolitan University's Business School, with 25 years of academic experience across institutions like the University of Manchester, Oxford University, and Birmingham City University. He has held leadership roles including Director of Research: Art and Design and Acting Associate Dean: Research and Innovation. His research focuses on innovation, creativity, strategy, and design's role in business and public policy. Green has authored over 70 publications and led 25 major research projects totaling £15 million in funding from bodies like UK Research Councils, Innovate UK, and the European Commission. His work spans innovation networks, public-private collaboration, and sustainable futures modeling. He actively supervises doctoral candidates and reviews academic programs, including the AHRC M3C Doctoral Training Partnership. His recent articles (2019-2020) emphasize design thinking in business models, bio-pharmaceutical alliances, and SME innovation in India. Earlier work (2008-2013) explored hidden innovation in creative sectors, policy frameworks for innovation, and skill development strategies. He also engages in music-based creative practice, blending academic and artistic endeavors. Notable collaborations include projects with Nesta, the British Council, and the R&D Management Association. His research bridges theory and practice, addressing challenges in both private and public sectors.
Gefion Thuermer is a Research Fellow in Informatics, specializing in the ethical and societal implications of emerging technologies. Her work focuses on citizen science, AI ethics, data governance, and digital participation in political processes. She has contributed to projects like Impetus (funded by TSB Technology Strategy Board), exploring privacy implications in citizen science and participatory auditing frameworks for trustworthy AI. Her research interests span citizen engagement in data-driven innovation, transparency in AI systems, and the ethical use of digital tools in political contexts. Notable projects include developing methodologies for participatory harm auditing in AI (PHAWM project) and analyzing political parties' use of online platforms in Germany. Thuermer has published widely on topics such as AI transparency, misinformation countermeasures, and data management in citizen science. She has over 16 citations and collaborates internationally, contributing to UN Sustainable Development Goals through her work on open data and equitable technology access. As a Co-Investigator on the Impetus project, she investigates privacy and data sharing challenges in collaborative innovation programs. Her work bridges technical, legal, and societal dimensions, aiming to create inclusive and accountable technological systems.
Jesús Esteban Carcar Benito is a Part-Time Lecturer in the Department of Political Science, Social Anthropology, and Public Finance at the Faculty of Law, University of Murcia. He holds a PhD from UNED (National University of Distance Education) with a thesis titled 'La redefinición del derecho a la salud desde las tecnologías de la información y la comunicación' (2009), supervised by Dr. Ana María Marcos del Cano. His research focuses on the intersection of law, technology, and healthcare, particularly exploring how emerging technologies like AI reshape healthcare rights, administrative systems, and social equity. Key themes include legal frameworks for AI in medicine, digital rights, and public policy for equitable healthcare access. He contributes to the Political Analysis Group and has been part of the Grupo de Análisis Político. Dr. Benito's recent articles highlight trends in AI's legal applications, neuroethical challenges of brain implants, and institutionalized healthcare systems. His work critiques existing legal gaps while advocating for transparent, inclusive digital governance models. Though part-time, his scholarship bridges political science, administrative law, and technological ethics, with outputs often addressing Spain's regulatory context.
Patrick Beymer is a Researcher at the University of Cincinnati, focusing on student motivation, engagement, and emotion dynamics in STEM education. His work integrates intensive longitudinal methodologies like experience sampling to improve educational interventions. He holds a Ph.D. in Educational Psychology & Educational Technology from Michigan State University (2020), an M.Ed. in Educational Psychology from North Carolina State University (2014), and a B.S. in Economics from the University of Pittsburgh (2012). Research interests include student motivation systems, cost perceptions in learning, and the application of innovative methodologies to track real-time educational experiences. His grants include a National Science Foundation award (2024–2027) for online interventions enhancing belonging in STEM and a Bill & Melinda Gates Foundation grant (2025–2026) as PI investigating teacher engagement in digital platforms. Publications span topics like diary studies in motivation measurement, utility-value interventions, and engagement profiles in science classrooms. His work emphasizes bridging theory and practice to support equitable STEM participation.
María Bastida Domínguez is a Professor at the University of Santiago de Compostela (USC), affiliated with the Department of Business Organization and Marketing within the Faculty of Economic and Business Sciences. She holds a doctoral degree from USC (2003) with a thesis on international assignments and expatriate adjustment. Her research focuses on gender equality, expatriate management, social economy, cooperative models, and sustainable entrepreneurship. She contributes to the Interuniversity Research Center in Economics and Business for Society (ECOBAS) and co-leads the POSMARK research group (People, Sustainable Organizations and Marketing). Her educational background includes advanced studies in business administration and organizational behavior. She has published extensively on topics such as expatriate effectiveness, gender representation in leadership roles, and policy frameworks for social economy initiatives. Key themes in her work include the intersection of gender with international human resource practices, cooperative entrepreneurship as a tool for economic equity, and the role of public policies in fostering sustainable development. Her recent publications (2021–2025) highlight trends in digital nomadism, AI-driven HR strategies, and gender-blindness in EU funding mechanisms. She advocates for inclusive economic models through her analyses of Galician cooperative networks and public policies like the ECOBAS-driven Rede Eusumo initiative. María’s work bridges theoretical frameworks (e.g., person-environment fit theory) with practical applications in talent management and organizational sustainability. Her research also explores subjective well-being among expatriates and the psychological dynamics of international workers. María has collaborated on multidisciplinary projects addressing labor market challenges and regional economic competitiveness. She remains a vocal proponent of leveraging social economy principles to achieve equitable economic recovery in post-pandemic contexts.
Jorge Eduardo Fresneda Fernandez is an Associate Professor at the MT School of Management, New Jersey Institute of Technology (NJIT). His research focuses on marketing analytics, consumer behavior, and accessibility in digital environments. He employs machine learning techniques to analyze retail dynamics, sentiment analysis, and neuromarketing insights. Key areas include optimizing healthcare prediction models, enhancing retail website accessibility for visually impaired users, and leveraging bio-metric sensors for consumer preference analysis. His work bridges technology and human-centric approaches, addressing challenges such as service failures in retail and the role of key opinion leaders. Recent studies highlighted in media include neuromarketing techniques using EEG and skin response sensors to predict consumer emotions, and advocacy for inclusive digital experiences in retail. Collaborations include interdisciplinary projects with computer scientists, economists, and neuroscientists. Media engagements emphasize practical applications of research in technology and consumer welfare. Over 22 peer-reviewed publications since 2005 with a focus on applied data science and marketing strategy. He holds an h-index of 24 and has contributed to journals like Computer Methods and Programs in Biomedicine and Journal of Big Data . His research emphasizes real-world impact through collaborations with industry and advocacy for equitable technology design.
José Luis Serrano Sánchez is a Tenured Professor of Educational Technology at the University of Murcia's Faculty of Education, Department of Didactics and School Organization. A member of the Educational Technology Research Group, he holds a PhD in Educational Technology, Master's in Educational Psychology, and Bachelor's in Pedagogy. His research examines computational thinking integration, AI in education, and digital equity through projects like eduHacking. Serrano investigates how emerging technologies transform learning processes, with particular focus on teacher professional development in computational thinking and STEM education. His work emphasizes gender-responsive approaches to technology education and critical digital literacy. He has developed practical frameworks like the 5PC Model for computational thinking instruction and researches open educational resources for active STEM learning. His scholarship addresses both technical implementation and sociocultural dimensions of educational technology.
