Prof. Nicola Marsden is a Research Professor of Socioinformatics at Heilbronn University's Faculty of Computer Science. She leads the Socioinformatics Lab and holds roles such as spokesperson for the Research Unit on Social, Behavioral, and Economic Sciences in the Baden-Württemberg Graduate School. Her expertise spans Gender and IT, Design Science, and participatory processes. She has served as dean, gender equality officer, and consultant in tech management. Education: PhD from Saarland University (2001), Diplom in Psychology (1994). Research focuses on gender equity in tech, human-centered design, and autonomous systems. She leads projects like MAKEitREAL (makerspaces for girls) and GEWINN (gender equality in informatics). Over 200 publications address HCI, AI ethics, and inclusive tech design. Active in committees like BW-CAR and the Gi's Participation Group. Key initiatives include feminist living labs, co-design for AI fairness, and virtual reality gender stereotypes. Advises startups like Edkimo and serves on international boards for gender equity in tech. Her work bridges academia and industry, emphasizing ethical innovation and societal impact.
Professor Justin Marshall is a Professor at Northumbria University’s School of Design, specializing in digital craft and interdisciplinary research. He holds a PhD in architectural ceramics and digital technologies, and has pioneered work in integrating digital tools into craft practices, co-founding the ‘Autonomatic’ research group. His research emphasizes a ‘Digital Craft Ethos’ to explore ethical and aesthetic dimensions of technology use in craft. Education: PhD in architectural ceramics and digital technologies (2000), BA and MA in fine art, ceramics, design, and craft. Qualifications include an Associate Fellowship of the Higher Education Academy (AFHEA). Research Interests: Craft ethics in digital making Interdisciplinary collaboration (e.g., with computer scientists, social scientists) IoT ethics and ‘healthy’ internet development (hiCraft project) Community-centered design and public engagement Grants and Projects: Principal Investigator for the AHRC-funded ‘hiCraft: Crafting a Healthier Internet’ project (2024–), exploring IoT trust and transparency via craft practices. Previously led the RCUK Digital Economy ‘Bespoke’ project (2011–2014), focusing on community innovation through bespoke devices. Exhibitions and Awards: Exhibited nationally/internationally (e.g., ‘LabCraft’ UK touring show, Design Museum Barcelona). Awards include Fellow of the RSA and AHRC Peer Review College membership (2012–2018). Labs/Teams: Leads the hiCraft project team and collaborates with diverse disciplines across Northumbria and global partners.
Jessica Swenson is an Assistant Professor in the Department of Engineering Education at the University at Buffalo's School of Engineering and Applied Sciences. Her work focuses on engineering education methodologies, particularly in undergraduate conceptual knowledge development, Learning Assistant programs, and fostering inclusive environments for women and multilingual learners in engineering. She holds a PhD in Mechanical Engineering from Tufts University (2018), an MS in STEM Education, and a BS in Mechanical Engineering from Northwestern University (2010). Education: PhD, Mechanical Engineering, Tufts University, 2018 MS, Science, Technology, Engineering and Mathematics Education, Tufts University, 2013 BS, Mechanical Engineering, Northwestern University, 2010 Research Interests: Jessica explores engineering design processes, epistemological framing in student learning, and how affect and identity influence academic trajectories. Her work emphasizes equitable pedagogies for multilingual learners, team dynamics in design projects, and the role of power structures in stakeholder interactions. She investigates how open-ended problems and scaffolding techniques impact problem-solving skills and engineering judgment development. Key Themes in Publications: Recent work highlights the interplay between affect and identity in first-year engineering students, strategies for multilingual learners in K-12 settings, and the role of team accomplishment in fostering belongingness. She also examines how flexible classroom spaces and maker environments influence student engagement and identity formation. Awards & Grants: No awards explicitly listed. Current research initiatives focus on NSF-funded projects related to engineering education equity and pedagogical innovation. Labs & Teams: Engaged in interdisciplinary collaborations with aviation museums and pre-service teacher networks to develop authentic engineering assessments and inclusive curriculum designs.
Dr. Lesley Friend is a Lecturer in the School of Education within the Faculty of Creative Industries, Education & Social Justice at Queensland University of Technology. With a PhD completed in 2020 from Australian Catholic University, Friend has established a robust research profile focused on early childhood literacy development, multimodal learning environments, and oral language practices in educational contexts. Friend's research interests center on Early Childhood Education , Literacy Development , and Multimodal Learning , with particular attention to how disruption affects educational practices. The work explores innovative approaches to teaching phonics through children's literature, examines social communication through gaming for children with autism, and investigates the impact of globalization on classroom practices in diverse cultural contexts. Friend's research demonstrates a strong commitment to practical applications in educational settings, particularly in developing substantive oral language skills for young learners. Analysis of Friend's recent publications reveals a clear trajectory toward understanding how multimodal communication, digital technologies, and sociocultural factors intersect in educational environments. The work spans from foundational classroom discourse analysis to cutting-edge research on virtual reality and multisensory makerspaces, showing both depth and breadth in educational research. While specific awards are not documented in the available materials, Friend's consistent publication record in reputable journals demonstrates scholarly impact. The research has been published in journals including International Journal of Science and Mathematics Education , Journal of Language, Identity and Education , and Learning, Media and Technology , reflecting interdisciplinary reach across education, linguistics, and technology fields. Friend has collaborated extensively with colleagues at QUT, particularly with Kathy Mills and Lynn Downes, suggesting active participation in research teams focused on language and literacy education. The work addresses critical contemporary issues in education, including how to maintain quality learning experiences during periods of disruption and how to leverage technology for enhanced educational outcomes.
Emily Knox is the Interim Dean and Professor at the University of Illinois Urbana-Champaign's School of Information Sciences. She holds a PhD from Rutgers University's School of Communication & Information. Her research focuses on intellectual freedom, censorship, information ethics, and library policy, with notable contributions including Foundations of Intellectual Freedom (2023), which won the Eli M. Oboler Memorial Award. She has testified before the U.S. Senate on book bans and serves on the National Coalition Against Censorship Board. Education: PhD in Communication, Information, and Library Studies, Rutgers University Research Interests: Information access equity Library censorship dynamics Policy implications of intellectual freedom Makerspace impact analysis Awards: 2024 ALISE Excellence in Teaching Award 2023 Eli M. Oboler Memorial Award 2022 Chicagoan of the Year for Books Grants & Projects: Mapping Information Access initiative Makerspace Impact Evaluation Labs/Teams: Member of the Mapping Information Access research team and editor of the Journal of Intellectual Freedom and Privacy .
William E. Janes is an Assistant Professor and Academic Fieldwork Coordinator in the Department of Occupational Therapy at the University of Missouri . Holding a PhD in Health and Rehabilitation Science, his work focuses on creating accessible assistive technologies through the AT-AT Lab to enhance independence for individuals with disabilities. Occupational Therapy Doctorate (OTD) – Washington University School of Medicine Master of Science in Clinical Investigation (MSCI) – Washington University School of Medicine Bachelor of Science in Psychology and Sociology – Southern Illinois University – Edwardsville His research spans ALS intervention , pediatric handwriting assessment , and 3D-printed assistive technologies , with recent publications addressing technology-driven solutions for neurodegenerative conditions and innovative educational practices. Janes has secured significant grants including a $760,000 award to advance ALS research and a $400,000 ALS Association grant for caregiver alert systems. Recognized as a 2025 AOTA Fellow , he leads initiatives in fieldwork educator competency and has contributed to professional standards through the University of Missouri Faculty Scholars Program (2017–2018). His teaching includes courses in Bioengineering Design and Evidence-Based Practice , while maintaining active memberships in the American Occupational Therapy Association and RESNA . As director of the AT-AT Lab , Janes champions low-cost technology adaptation , including recent projects making gaming more accessible for users with disabilities. His work bridges clinical practice , educational innovation , and community-focused technological development .
Kedrick James is a Teaching Professor in the Department of Language and Literacy Education at the Faculty of Education, University of British Columbia Okanagan . As of July 2, 2024, he serves as the Interim Director of the Okanagan School of Education, a role reflecting his leadership and advisory contributions to academic excellence and mentorship. Research Focus: Intersections of language, ecology, and technology; decolonizing education; digital arts-based methods; automation of literacy; socio-cultural impacts of digital media. Projects: Founder of PhoneMe (place-based poetry app) and Singling (text sonification software for accessibility). Leads the Digital Literacy Centre and The Patch (digital arts-based research). Research Trends: His recent publications emphasize digital literacies , transmediation , and collaborative methodologies in education. Works like Text Sonification and PhoneMe Poetry highlight innovative approaches to accessibility and community engagement. Awards: Murray Elliott Service Award for Outstanding Contributions to Teacher Education (2018) Advisory Roles: Active in curriculum development, teacher education, and advancing social justice and ecological preservation in Boundary Country. Grants include unspecified funding for projects like PhoneMe and Singling.
Helen Douglass is an Assistant Professor of Education at the University of Tulsa's College of Arts & Sciences. Her work bridges formal and informal learning spaces to promote inclusive STEM education, particularly for pre-service teachers and underrepresented groups. She developed an interdisciplinary STEM Education minor and is active on national and local advisory boards focused on design thinking, maker education, and leveraging student experiences for college credit through machine learning and micro-badging. Dr. Douglass holds a Ph.D. in Education from the University of Colorado Denver, an M.A. from Colorado Christian University, and a B.S. from the University of New Mexico. Her research emphasizes equitable access to STEM, gender equity, and the integration of maker spaces and design thinking into curricula. Her publications explore themes such as STEM program implementation, teacher preparation in formal-informal learning environments, and equity-focused maker education for youth of color. She collaborates with schools and communities to design inclusive educational experiences and mentors students across disciplines. Her work aligns with TU’s innovation initiatives, including the acquisition of Fab Lab Tulsa, which supports digital fabrication and creative arts integration. Dr. Douglass’s advising focuses on fostering scholarly opportunities for students, connecting them with peer networks and interdisciplinary research. She advocates for policies that strengthen STEM education’s role in fostering belonging and equity in diverse learning contexts.
William Nickley is an Assistant Professor in the Department of Design at The Ohio State University, holding an MFA and BSD in Design from the same institution. His research bridges industrial design with social impact, focusing on co-design methodologies, youth development through design-based making (DBM), and person-centered design (PCD). He leads the Ohio State DESIS Lab, emphasizing practice, pedagogy, and research to create equitable futures. Nickley has pioneered frameworks for youth empowerment through design, including grant-funded projects with Columbus City Schools and the Boys & Girls Clubs of Central Ohio. His education includes a MFA (2020) and BSD (2010) in Industrial Design from OSU. He previously worked in consultancy, freelance design, and non-profit leadership. Current courses include Design 4650/5650 (Collaborative Design Studio) and Design 4151 (Intermediate Industrial Design II). Research interests include design for social justice, LGBTQIA+ youth healthcare engagement, and the intersection of design with Positive Youth Development. Notable projects include the ISPARK Mobile Maker Cart (2024), CoDe Rainbow training platform (2023), and the Hayes 210 Student Space Redesign (2024-25), a grant-funded interdisciplinary initiative enhancing campus spaces through student input. He has received the 2024 IDSA Young Educator Award and serves on multiple committees including the IDSA Education Council. His service includes leadership in Local Tech Heroes, a nonprofit promoting tech access for underserved communities.
Akos Ledeczi is a Professor of Computer Science and Electrical and Computer Engineering at Vanderbilt University's School of Engineering. His research focuses on computer science education and wireless sensor networks (WSN) , with notable contributions to visual programming tools like NetsBlox and anti-poaching systems like WIPER. He holds a Ph.D. from Vanderbilt University and a Diploma from the Technical University of Budapest. His education initiatives include the NetsBlox platform for K-12 STEM education and a popular Coursera MOOC on introductory programming. In WSN, his team developed a countersniper system with real-time shooter localization and a wearable system for military applications. He is also a leader in Model Integrated Computing , creating tools like the Web-based Generic Modeling Environment. Recent work includes NSF-funded projects on cybersecurity education in middle schools and animal-borne acoustic monitoring. His awards include the ACM SenSys Test of Time Award (2014) and the Best Showpiece Award at IEEE VL/HCC (2021). Key grants and collaborations span NSF projects, Vodafone innovation programs, and the Cyber Makerspace initiative. His lab develops tools like DeepForge and RoboScape Online , emphasizing open-source and collaborative platforms. Students supervised include Devin Jean (K-12 tools), Gordon Stein (robotics simulations), and Brian Broll (NetsBlox extensions).
Professor Matt Bower is a leading academic in educational technology at Macquarie University's School of Education. Specialising in technology-enhanced learning, his work explores AI, AR, VR, and other tools to improve cognitive and collaborative learning. He has published over 100 peer-reviewed articles, led over 30 funded projects (totaling $3M+), and advised educational policymakers. His research spans teacher education, computing education, and learning design frameworks. Notable contributions include the Design of Technology-Enhanced Learning textbook (2018 AECT Award winner) and leadership in the Australian Technologies Teacher Educators Network (2019–2024). Research interests include AI in education, blended synchronous learning, and the impact of emerging technologies like wearable devices and generative AI on pedagogy. He collaborates with industry and education sectors to develop innovative learning solutions. Awards include the 2021 Australian Teaching Excellence Award and multiple Macquarie Vice-Chancellor awards. Current projects focus on screen use in education, teacher attitudes toward AI, and post-pandemic learning strategies. Professional activities include roles on ACARA’s Technologies Panel and NSW Educational Standards Authority committees. His work bridges research and practice, emphasizing teacher training and policy engagement. Projects like the ChatGPT survey and analyses of remote learning during the pandemic highlight his focus on real-world educational challenges.
Ann Shivers-McNair is an Associate Professor in the College of Information Science at the University of Arizona and Director of the Professional and Technical Writing program. Her research focuses on justice-centered, transdisciplinary, and collaborative design approaches, including community science platforms and equity-centered education initiatives. She holds affiliations with the University’s graduate interdisciplinary programs in Applied Intercultural Arts Research and Social, Cultural, and Critical Theory. Her work emphasizes inclusive, equity-driven methodologies, such as appreciative inquiry and anti-racist reviewing practices. Notable projects include NSF-funded initiatives exploring makerspaces, AI literacies, and boundary-crossing design. She authored Beyond the Makerspace: Making and Relational Rhetorics (2021) and edits the ATTW book series with Routledge. Director, Professional and Technical Writing Program Core faculty in interdisciplinary programs Leadership in community-engaged research Shivers-McNair’s research spans technical communication, critical design, and equity-focused education. Her recent work analyzes AI literacy through social media rhetoric and advocates for inclusive instructional strategies in engineering. Grants and collaborations highlight her commitment to bridging theory and practice in marginalized contexts.
Youngok Choi is Professor of Design and Programme Director for MA Design Strategy and Innovation & Design and Branding Strategy at Brunel Design School within the College of Engineering, Design and Physical Sciences at Brunel University London. She serves as Module Leader for multiple design research courses and has established herself as a leading scholar in design policy, social innovation, and user experience. Dr. Choi holds a PhD in Design Management from Lancaster University and an MA in Design Strategy and Innovation from Brunel University London. She is also a Fellow of the Higher Education Academy (FHEA), demonstrating her commitment to excellence in academic teaching and supervision. Her research focuses on Design Policy and Strategy, Social Innovation, and User Experience (UX), with particular emphasis on how design can drive social value and innovation across various sectors. Professor Choi has pioneered work in museum and gallery experiences, workplace wellbeing, social enterprise development, and cross-cultural design collaboration, especially between the UK and China. Her research demonstrates a consistent thread of applying design thinking to solve complex societal challenges through user-centered approaches. Analysis of her recent publications reveals a strong focus on digital and immersive technologies in cultural contexts, with significant work on how museums and galleries can leverage technology for enhanced visitor experiences and cultural exchange. She has also made substantial contributions to understanding design's role in social enterprises, workplace wellbeing, and community-centered design approaches, particularly through makerspaces and co-design methodologies. Professor Choi serves on the committee of the British Standards Institution (BSI), is a steering committee member of Europe K-TAG at KIAT, and sits on the editorial board of Design Works Journal, demonstrating her influence in both academic and professional design communities. She actively supervises numerous PhD students working on cutting-edge design research topics including sustainable interior architecture, public speaking anxiety mitigation, social care for older immigrants, workplace wellbeing, and customer experience in the automotive industry. Her research is well-funded through prestigious grants from UKRI, AHRC, EPSRC, Samsung Electronics, and Samsung Design Europe, with current projects extending through 2025.
Bernd Zinn is a full-time Professor at the University of Stuttgart , serving as Managing Director of the Institute of Educational Science and Dean of Studies for Vocational Education, Technology Education, and the NwT teaching degree. His research spans teaching-learning research , digital educational technologies , and inclusion in vocational settings . Key Research Areas: Virtual Reality (VR) applications in education, epistemological beliefs, STEM competence development, inclusive pedagogy, AI integration in teacher training, and international vocational Education. Recent Trends: Focus on VR stress analysis for teachers, AI chatbot usage in academia, and digital competence assessments. Scientific Distinctions: Awarded the Hans-Messer Prize (1996) and Ludwig-Lenz Foundation Award (2002-2003) , with a 'magna cum laude' dissertation.
Brian K. Smith is a Professor at the Lynch School of Education and Human Development at Boston College , holding the Honorable David S. Nelson Chair and serving as Associate Dean for Research . His career spans roles at Drexel University, MIT, the National Science Foundation, and Rhode Island School of Design. Education: Ph.D., Learning Sciences, Northwestern University B.A., Computer Science and Engineering, University of California at Los Angeles (1991) Research Interests focus on the design of computer-based learning environments, human-computer interaction, and computational thinking. He leads the Lynch School’s new M.A. program in Learning Engineering , blending learning science with practical design for curricula, museum exhibits, and corporate training. Recent publications highlight trends in AI integration for education , game-based learning platforms , and sociomateriality theory for learning sciences. His work emphasizes equity, particularly for underrepresented groups in STEM. Scientific Awards include the NSF CAREER Award , Apple Distinguished Educator , and TRW Chairman's Award for Innovation . Grants & Collaborations: Technical advisor to the Center for Inclusive Computing at Northeastern University Co-investigator in RISD’s “STEM to STEAM” initiative Labs & Teams: Co-director of Boston College’s M.A. in Learning Engineering program Vice chair of the World Usability Day Design Challenge
