Karen Levy is an Associate Professor in the Department of Information Science at Cornell University, with affiliate roles in Cornell Law School, Sociology, Science and Technology Studies, Media Studies, and Data Science. She holds a PhD in Sociology from Princeton University and a JD from Indiana University Maurer School of Law. Her research focuses on the legal, organizational, and ethical dimensions of data-intensive technologies, particularly their impact on work, marginalized communities, and intimate relationships. Education: PhD in Sociology, Princeton University Juris Doctor (JD), Indiana University Maurer School of Law Her research interests include workplace surveillance, AI governance, algorithmic fairness, and the intersection of technology with privacy and social control. She critiques how data collection and monitoring disproportionately affect vulnerable populations, such as low-wage workers and victims of domestic abuse. Her 2022 book, Data Driven: Truckers, Technology, and the New Workplace Surveillance , examines surveillance practices in the trucking industry. Awards & Fellowships: New America Fellow Fellow, Canadian Institute for Advanced Research (CIFAR) Her work bridges sociology, law, and computer science, often analyzing how technologies reconfigure power dynamics. Current projects explore AI in public decision-making, algorithmic labor platforms, and the ethical implications of automated systems in healthcare and sports.
Mahzarin Banaji is the Richard Clarke Cabot Professor of Social Ethics in the Department of Psychology at Harvard University. She previously served as the Carol K. Pforzheimer Professor at the Radcliffe Institute for Advanced Study (2002-2008) and as the George A. and Helen Dunham Cowan Chair in Human Dynamics at the Santa Fe Institute (2011-2015). Currently, she also serves as Senior Advisor to the Provost at Harvard University. Banaji is widely recognized as a leading researcher in social psychology, particularly in the field of implicit bias and social cognition. Banaji received her PhD from Ohio State University in 1986 and completed a National Institutes of Health postdoctoral fellowship at the University of Washington in Seattle. She taught at Yale University from 1986 to 2001, where she was the Reuben Post Halleck Professor of Psychology, before joining Harvard University. Professor Banaji's research focuses on the subconscious nature of assessments of self and others in social contexts. She is best known for her pioneering work on implicit bias, particularly through the development of the Implicit Association Test (IAT), which measures unconscious attitudes and beliefs. Her work bridges cognitive science and psychology to understand how implicit biases form, persist, and can potentially be changed. Banaji has demonstrated how these unconscious biases can influence behavior in critical domains including healthcare, education, and law enforcement, often without individuals' awareness. She has also extensively studied how biases change over time, showing that while some implicit biases have decreased significantly (particularly regarding sexual orientation), others remain stubbornly persistent. Banaji has received numerous prestigious awards recognizing her contributions to psychology and social science, including: Election to the National Academy of Sciences (2018) Election as Fellow of the British Academy (2015) William James Fellow Award for lifetime intellectual contributions to psychology Gordon Allport Prize for Intergroup Relations Kurt Lewin Award for outstanding contributions to the integration of psychological research and social action Morton Deutsch Award for Social Justice James McKeen Cattell Award Carol and Ed Diener Award for Outstanding Contributions to Social Psychology Herbert A. Simon Fellow of the American Academy of Political and Social Science Fellow of the American Academy of Arts and Sciences Banaji has advised numerous graduate students and postdoctoral researchers who have gone on to become leaders in social psychology and related fields. She has secured significant research funding to support her work on implicit bias, including grants from the National Science Foundation and the National Institutes of Health. Her research has influenced policy discussions around diversity, equity, and inclusion in educational and organizational settings. Banaji has also been active in translating her research for public understanding through her co-authored book "Blindspot: Hidden Biases of Good People" (2013) with Anthony Greenwald, and through her media series "Outsmarting Human Minds." Professor Banaji leads a vibrant research laboratory focused on implicit social cognition. Her team employs a range of methodologies including behavioral experiments, neuroimaging, computational modeling, and large-scale data analysis to investigate the nature and consequences of implicit bias. Recent work has expanded to examine bias in artificial intelligence systems and how large language models reflect and potentially amplify societal biases. The lab collaborates with researchers across disciplines including computer science, neuroscience, education, and public policy to address the complex challenges of implicit bias in society.
Maria Paz Linares Herreros is a Lecturer at the Universitat Politècnica de Catalunya (UPC), affiliated with the School of Mathematics and Statistics (FME) and the Department of Statistics and Operations Research. She is a member of the IMP (Information Modeling and Processing) research group and collaborates with inLab FIB on intelligent transportation systems. Research interests: Transportation systems, smart cities, traffic simulation, data-driven modeling, environmental impact assessment Specializes in applying machine learning and simulation to urban mobility challenges Her recent publications focus on: Parking availability prediction using deep learning Traffic emission modeling linked to urban policies Dynamic ride-sharing system optimization Integration of IoT data in transportation planning Scientific recognition: Recipient of the IV International Award on Transport Infrastructure Management Research (2018) Active contributor to projects like CitScale and Virtual Mobility Lab Collaborator in European initiatives like KIC Urban Mobility
Sidonie Christophe is a Senior Researcher (Directrice de Recherche, DR1) at UMR LASTIG, a joint research unit of Université Gustave Eiffel, IGN-ENSG, and EIVP. She serves as co-director of the LASTIG laboratory and leads research in geovisualization, map design, and interactive spatial data exploration. She also holds a part-time advisory role (60%) at the French Ministry of Higher Education and Research in the domain of digital technology, environment, climate, and sustainable urban development. PhD in Geographic Information Sciences Senior Researcher, DR1, MTECT Co-Director, LASTIG Laboratory (since 2021) Former Team Leader, GEOVIS (Geovisualization, Interaction, and Immersion) Advisor, Environment and Urban Climate, French Ministry of Higher Education & Research Her research centers on innovative methods for 2D/3D and nD geospatial data visualization, with a focus on enabling spatio-temporal understanding through visual and non-visual spatial thinking. Her work integrates principles from geographic information science, human-computer interaction, and computer graphics. Key areas include urban climate visualization, tactile and augmented reality for accessibility, expressive cartographic rendering, and cognitive aspects of map design. She investigates how aesthetic and semiotic choices impact map comprehension and utility. The 15 most recent publications reflect a strong trend in interactive and accessible geovisualization, particularly for urban and environmental applications. Topics include neural map style transfer, 3D urban climate analysis, tactile maps for the visually impaired, augmented reality in geography, and visual analytics for crisis and climate data. There is a consistent emphasis on user-centered design, interdisciplinary integration, and the development of tools for decision-making under uncertainty. Scientific Recognition and Service: Invited speaker at major conferences (IEEEVIS, AGILE, ICC, CPGIS) Co-organizer of international workshops (e.g., GeoVIS, ISPRS AR/VR sessions) Leader of national research projects (ANR ORACLES, ANR ACTIVmap, ANR ECOCIM) Recipient of international mobility grants (AMICI I-SITE FUTURE) Contributor to national glossaries and research strategy (e.g., French photogrammetry glossary) Advising and Grants: Sidonie Christophe actively supervises PhD students and postdoctoral researchers, including Markie Jiang, Maria-Jesus Lobo, and Alexandre Mielniczek. She leads or participates in multiple funded research projects such as ANR ORACLES (marine flooding visualization), ANR ACTIVmap (tactile 3D maps), and ANR ECOCIM (eco-design of city information models). Her advisory role at the MESR involves shaping national research strategy in digital and environmental sciences. Labs and Research Teams: She is a core member of the GEOVIS team (Geovisualization, Interaction, and Immersion) at LASTIG and previously served as its leader. As co-director of LASTIG, she plays a central role in the leadership and strategic direction of the entire laboratory, which comprises over 100 researchers across four teams: ACTE, GEOVIS, MEIG, and STRUDEL.
Anne McAlister is an Assistant Professor in the First Year Engineering Center at the University of Virginia. Her research focuses on engineering identity, teamwork, and sociotechnical thinking to broaden participation in engineering education. She holds a Ph.D. in Education and M.S. in Systems Engineering from the University of Virginia, and a B.S. in Chemical Engineering from The Ohio State University. Dr. McAlister’s work addresses barriers to success in engineering education and strengthens sociotechnical thinking among first-year students. Her research interests center on understanding and challenging systemic obstacles in engineering education, particularly regarding identity formation and inclusive pedagogies. Key areas include engineering culture’s impact on mental health, interdisciplinary science and engineering integration in K-12 classrooms, and graduate student role identity development. Recent publications explore elements of engineering culture affecting student mental health, inclusive classroom practices in NGSS-aligned curricula, and the multifaceted roles of engineering doctoral students. She teaches ENGR 1010: Engineering Foundations 1, emphasizing foundational skills for first-year engineering students. Dr. McAlister’s work has been published in leading journals like the Journal of Engineering Education and Science Education . Her research methodologies include mixed methods and grounded theory approaches to study identity development and educational equity.
Dr. Meiqin Li is an Associate Professor of Applied Mathematics at the University of Virginia (UVA) and a Faculty Fellow at the UVA Center for Teaching Excellence. She joined UVA in 2017 after earning her Ph.D. in Applied Mathematics from Texas A&M University. Her research focuses on STEM education innovation, particularly integrating technology into classrooms, fostering inclusive learning environments, and optimizing curricula for engineering students. She also explores numerical computation, optimization, and nonlinear analysis in applied mathematics. Dr. Li’s educational background includes a Ph.D. from Texas A&M University, College Station, TX (2017). Her teaching portfolio spans courses like APMA 3080 (Linear Algebra) and APMA 2501 (Programming in R & MATLAB), reflecting her commitment to computational and pedagogical excellence. Her research interests emphasize active learning strategies, curriculum redesign for equity, and leveraging MATLAB/Autograder tools in education. Recent publications highlight outcomes from integrating precalculus into calculus courses and enhancing linear algebra instruction through technology. Awards: 2025 ASEE Mathematics Division Best Paper Award 2024 SoTL Dissemination Award (UVA Center for Teaching Excellence) 2020 Thomas E. Hutchinson Award Finalist Dr. Li’s work bridges pedagogical innovation and applied mathematics, with grants and recognitions underscoring her impact in teaching and research. She actively contributes to UVA’s engineering education community and promotes student success through inclusive practices.
Martin Hilbert is a Professor at the University of California, Davis, jointly affiliated with the Department of Communication and Computer Science. He is a leading scholar in digital technology, algorithmic systems, and computational social science, and chairs the campus’s designated emphasis in Computational Social Science. His work bridges theory and practice, integrating information theory with social science to understand the digital age. Education: Ph.D., Communication, Annenberg School of Communication, University of Southern California, 2012 Ph.D., Economics and Social Sciences, Friedrich-Alexander University Erlangen-Nuremberg, Germany, 2006 Dipl.-Kfm. (Master of Business Administration), Friedrich-Alexander University Erlangen-Nuremberg, Germany, 2003 Professor Hilbert's research focuses on the digital transformation of society, using formal tools from information theory to analyze AI and algorithmic systems. His work spans digital ethics, cognitive biases, and the evolution of communication in networked environments. He is particularly known for his pioneering study on global information capacity and early warnings about algorithmic manipulation in politics. His recent publications reveal a consistent trend of applying information-theoretic frameworks to social and digital phenomena, with a strong emphasis on measuring algorithmic impact, digital inequality, and the interplay between human cognition and automated systems. His work frequently appears in high-impact journals across disciplines, reflecting its interdisciplinary nature. Professor Hilbert has made significant contributions to public policy, having designed the first digital action plan for Latin America and the Caribbean at the United Nations and served as an Economic Affairs Officer for 15 years. His technical assistance has reached over 20 countries and major corporations. He is also an innovator in digital education, with online courses taken by over 100,000 students worldwide. Advising and Grants: Chairs the Designated Emphasis in Computational Social Science at UC Davis Teaches graduate and undergraduate courses in information theory, digital technology, and computational social science Has received research support through academic and policy-oriented grants (specifics not listed) Labs and Teams: He is associated with the Center for Computational Science (C2) and the Center for Science and Society (CSS) at UC Davis, which support interdisciplinary research on digital systems and their societal implications. These centers foster collaboration between computer scientists, social scientists, and policymakers.
Prof. Petra Ahrweiler is a full professor of Sociology of Technology and Innovation at the Johannes Gutenberg University Mainz (since 2013), with a focus on social simulation and innovation policy. She previously served as Director of the EA European Academy for Technology Assessment (2013–2017) and held a professorship at University College Dublin. Her research explores technology-society interactions, innovation networks, and AI ethics, emphasizing participatory approaches and policy modeling. She leads initiatives like the TISSS LAB and Sensorithm Digital Transformation Lab, focusing on AI, climate action, and societal impact. A recipient of fellowships from acatech and AcademiaNet, she also served as ESSA President (2020–2022). Education: PhD in Social Sciences from the Free University of Berlin (on AI), Habilitation from the University of Bielefeld (simulation in science studies). Former roles include research at MIT (USA) and leadership at the Innovation Research Unit (IRU), UCD. Research Interests: Her work bridges sociology and computational modeling, addressing topics like participatory AI, innovation dynamics, and policy simulation. Recent foci include culture-sensitive AI, climate action catalysts, and pandemic response modeling. She co-leads major projects such as AI FORA, CECAN, and PEERE, advancing interdisciplinary collaboration. Awards & Leadership: Acatech and AcademiaNet fellowships, ESSA presidency, and leadership in international research consortia. Her work emphasizes ethical AI, societal engagement, and systemic innovation. Labs & Teams: Core leader of TISSS LAB (Technology Innovation & Simulation Science) and the Sensorithm Lab, which develop adaptive sensor systems and participatory AI tools. Collaborates globally on digital transformation and social simulation.
Kathleen M. Cumiskey is a Professor in the Psychology Department and the Women, Gender and Sexuality Studies Program at the College of Staten Island (CUNY). She co-directs the Mosaic Lab and is a core faculty member in the Masters in Clinical Mental Health Counseling Program. Her work bridges academic research and community action, with a focus on mobile media, gender, and social justice. Ph.D. : CUNY Graduate Center M.A. : Hunter College B.A. : Douglass College, Rutgers University Her research centers on the affective dimensions of mobile media , exploring how mobile technologies shape emotional experiences, identity, and social relationships. With a feminist and justice-oriented lens, she investigates women’s use of mobile devices for empowerment and safety, the psychological impact of digital loss, and the politics of mobile presence. Her interdisciplinary approach integrates psychology, media studies, and gender theory. Her publications, including the book Haunted Hands: Mobile Media and Loss , reflect a consistent trajectory in understanding how mobile communication mediates human emotion, intimacy, and resistance. She has contributed to major handbooks and journals in media and psychology, often focusing on marginalized voices and ethical technology use. Co-editor, Mobile Media Practices, Presence and Politics (Routledge, 2013) Author of influential articles in Feminist Media Studies and The Routledge Companion to Mobile Media Cumiskey is deeply committed to community engagement and advocacy . She has served on advisory boards for juvenile facilities, worked to reform youth detention policies, and advocated for LGBTQ+ youth safety. As faculty advisor to CSI’s Gay-Straight Alliance, she supports student activism and inclusion. She has developed service-learning courses that connect academic study with real-world action, mentoring students in community-based projects. Her work reflects a strong dedication to social and racial justice, both in and beyond the classroom. She is also an ordained interfaith minister , further demonstrating her commitment to holistic well-being and ethical leadership.
Verena Fuchsberger-Staufer is an Associate Professor at the University of Salzburg's Department of Artificial Intelligence and Human Interfaces. Her work focuses on Human-Computer Interaction (HCI), exploring interdisciplinary design, collaborative technologies, and digital craftsmanship. She has led multiple research projects, including FEM*mad (2021-2025) and retangent (2019-2022), examining maker culture and remote tangible engagements.
Şule Alıcı is an Associate Professor in the Department of Basic Education, Faculty of Education, at Kırşehir Ahi Evran University , Turkey. Since 2022 she has held the rank of Doçent (Associate Professor) on a full-time basis, and since 2022 she also serves as Deputy Director of the University Research & Application Centre. Previously she was Assistant Professor (Dr. Öğretim Üyesi) at the same university (2022-2025) and Research Assistant at Middle East Technical University (2007-2018) and Queensland University of Technology (2017). Education PhD in Preschool Education, Middle East Technical University, Institute of Social Sciences, 2013-2018 MA in Preschool Education (Thesis), Middle East Technical University, Institute of Social Sciences, 2009-2013 BA in Mathematics & Science Education, Gazi University, Gazi Faculty of Education, 2002-2007 Research Focus Dr Alıcı’s scholarship lies at the intersection of early childhood education , education for sustainability , creative drama , and media literacy . She explores how preschool teachers can be empowered to integrate sustainability principles into daily practice, how creative drama can be harnessed to enhance children’s environmental awareness, and how critical media literacy can be used as a transformative tool in teacher professional development. Her work spans curriculum development, teacher education reform, and cross-cultural comparative analyses. Her recent publications reveal a consistent trajectory toward re-orienting early childhood teacher education for sustainability . Using mixed-methods and case-study designs, she investigates teacher candidates’ experiences during practicum, the role of forest schools and outdoor learning, and generational changes in traditional children’s play. Collectively, these studies highlight systemic challenges and innovative pathways for embedding sustainability and creativity within Turkish and international ECE contexts. Awards & Recognition TÜBİTAK Publication Incentive Award (2023) OMEP Special Achievement Commendation – Education for Sustainable Development (2017) National Publication Incentive Award (2011) Projects & Grants Dr Alıcı has led or co-investigated five funded projects, including ReNCitReScArCe (2024, UN & EU supported), Dijital Dünyada Siber Kimlik Farkındalığı (TÜBA-TÜBİTAK 2021-2022), and Müzede Yeşeren Umutlar (Ministry of Development, 2019). These initiatives engage pre-service teachers, school counsellors, rural women, and museum visitors in sustainability and digital citizenship education. Professional Service & Leadership She is Vice-Chair of the Transnational Dialogues in Research in Early Childhood Education for Sustainability network and of the EECERA Sustainability SIG , an active member of AERA, EECERA, OMEP and TEMA, and has organised several international conferences and special journal issues.
Philipp Haindl is a lecturer at the Department of Computer Science and Security at St. Poelten University of Applied Sciences. His work focuses on software engineering, cybersecurity, and AI integration in education and manufacturing. Software Engineering Cybersecurity Artificial Intelligence DevOps Quality Assurance Research Interests: Dr. Haindl explores software metrics, inter-service security in microservices, and AI tools like ChatGPT in programming education. He investigates quality models and non-functional requirements in DevOps environments. Publications: Recent work includes studies on ChatGPT's impact in software engineering education, systematic reviews of microservice security, and frameworks for human-AI teaming in manufacturing.
Shaundra 'Shani B' Daily serves as the Cue Family Professor of the Practice in the Department of Electrical and Computer Engineering at Duke University's Pratt School of Engineering. She also holds appointments as Professor of the Practice of Computer Science and serves as Faculty Director of the Duke Technology Scholars program. As a core faculty member in Innovation & Entrepreneurship and one of Duke's inaugural Levitan Faculty Fellows, Daily plays a pivotal role in connecting faculty with undergraduate residential life through the QuadEx initiative. Daily's educational background includes a Ph.D. from the Massachusetts Institute of Technology (2010), an S.M. from the MIT Media Lab, and B.S. and M.S. degrees in Electrical Engineering from the Florida Agricultural and Mechanical University – Florida State University College of Engineering. Her academic journey includes previous positions as an Associate Professor with tenure at the University of Florida (2015-2017) and Associate Professor in the School of Computing at Clemson University (2011-2015). Daily's research focuses on analyzing, designing, and building sociotechnical systems to support meaningful participation and success in STEM fields. Her work encompasses four interconnected strategies: understanding sociotechnical ecosystems through mixed methods approaches; employing participatory approaches that empower communities to shape technology development; designing technologies that enhance emotional development and interpersonal skills; and building supportive infrastructure through programs and curricula. Her research areas include identity-inclusive computing, human-centered design and engineering, and justice-centered STEM education, with particular emphasis on creating pathways for historically underrepresented groups in computing. Analysis of Daily's recent publications reveals a consistent focus on embodied approaches to computational thinking education, particularly through dance and movement-based learning. Her work bridges computer science education with affective computing, exploring how technologies can support emotional development while teaching technical skills. A significant thread throughout her research is the development of inclusive computing environments that address systemic barriers faced by women and underrepresented minorities in STEM fields. Educator of the Year, ACHI Magazine (2022) Program of the Year, CoNECD Conference (2022) North Carolina Black STEM Leaders, Governor Roy Cooper (2022) Capers and Marion McDonald Award for Excellence in Mentoring and Advising, Pratt School of Engineering (2021) Undergraduate Mentor of the Year, Mary Lou William Center for Black Culture (2020) Technology, Instruction, Cognition and Learning Early Career Research Award, American Education Research Association (2015) Daily has secured over $40 million in funding from public and private sources to support her collaborative research activities. Notable recent grants include the NSF INCLUDES Alliance: The Alliance for Identity-Inclusive Computing Education ($10 million), the AI Institute: Athena, and The Alliance for Interdisciplinary Innovation in Computing Education-Postdoctoral Research Fellowship. As Faculty Director of Duke Technology Scholars, she oversees a program providing comprehensive support for students from underrepresented backgrounds. Daily also serves as Education and Workforce Director for the Athena AI Institute and was appointed to develop competencies for the National Academies' Future Of Data And Computing Committee. Through her work with the Alliance for Identity-Inclusive Computing Education and the Duke Technology Scholars program, Daily has established herself as a leader in creating supportive infrastructure for learners to thrive in STEM. Her approach combines technology development with programmatic interventions to address systemic barriers in computing education. As a Levitan Faculty Fellow, she continues to bridge the gap between academic research and residential student life, creating opportunities for meaningful faculty-student connections that support intellectual and personal development.
Mia Minnes is a Teaching Professor and the Vice Chair for Undergraduate Education in the Computer Science and Engineering Department at UC San Diego's Jacobs School of Engineering. She teaches discrete math for CS, introduction to computability, and TA training classes, while leading initiatives that connect academic learning with professional development. Her research focuses on Automata Theory and Computability education, Scholarship of Teaching and Learning (SoTL), and projects supporting student professionalization pathways including industry internships, peer mentor development, and ethics in computing. She has pioneered initiatives like the Summer Internship Symposium and CSE-PACE (Peer-led Academic Cohort Experiences) to enhance student experiences in large computing programs. Minnes' publication portfolio reveals strong trends in computing education research, particularly in internship experiences, TA professional development, assessment methods, and interventions for large classes. Her work consistently bridges theoretical computer science with practical educational applications, demonstrating a commitment to evidence-based teaching practices and student success metrics. UC San Diego Academic Senate Distinguished Teaching Award (2020) Jacobs School of Engineering Teacher of the Year (2013-2014) Multiple NSF grants as PI including DUE-2337253 (2024-2027) UC San Diego Student Centeredness Award (2023-2024) Teaching+Learning Commons Faculty Fellow (2018-2019) She has advised numerous undergraduate and graduate students through research projects examining internship disparities, TA professional development, educational technology tools, and student experiences in computing programs. Her leadership extends to projects like FlapJS (an interactive visualization tool for formal computation), ComputingPaths (resources for computing career paths), and OCCTIVE (supporting computational problem solving in non-CS courses).
Dr. Katarzyna Jesse-Józefczyk is an Assistant Professor at the Institute of Mathematics, University of Zielona Góra, Poland. She maintains an office in Room 509 A-29 and can be contacted at k.jesse-jozefczyk@im.uz.zgora.pl. Her academic profile combines teaching responsibilities with diverse research activities across theoretical and applied mathematics. Her primary research interests include: Graph Theory (graph coloring, computational complexity of graph algorithms, coalitions and safe sets in graphs) Stochastic Inclusions and Multivalued Stochastic Equations with applications in economics and biological sciences Multivariate Linear Models and Analysis Game Theory (stochastic, multigenerational, and large games) Approximation Theory using Fourier series Preference Models using graded and interval relations Dr. Jesse-Józefczyk's work bridges theoretical mathematics with practical applications in secure data transmission, e-business, and space communication. She actively participates in the Center for Applications of Mathematics and Computer Science (OZMI), contributing to interdisciplinary research projects focused on sustainable energy, healthy society initiatives, and innovative industrial technologies. Her teaching portfolio includes algorithms and data structures, computer programming courses (both introductory and advanced), object-oriented programming, and database systems curriculum.
