Brooke Foucault Welles is a Professor in the College of Arts, Media and Design at Northeastern University, where she also serves as Interim Dean and Director of the Network Science PhD program. Her research focuses on how social networks and communication technologies shape power dynamics, particularly in contexts of marginalization and social justice. PhD in Media, Technology and Society from Northwestern University MS and BS in Communication from Cornell University Her research spans multiple domains including: Network science of AI and social systems Digital activism and social movement dynamics Health information and (mis)information flows Open source community structures Race/ethnicity in digital contexts Computational social science methodologies Recent publications focus on attention dynamics in social networks, hate speech protection mechanisms, and open-source software sustainability. Her work has been supported by grants from the NSF, NULab, and Chan Zuckerberg Initiative. Awards include: McGannon Book Award (2021) for #HashtagActivism Best Paper Honorable Mention at CSCW 2019 She leads the Communication Media and Marginalization Lab (CoMM Lab) which includes PhD students and postdocs from diverse disciplines. Her advising approach emphasizes interdisciplinary collaboration and methodological training in both quantitative and qualitative approaches.
Associate Professor Louise Jenkins serves as Deputy Dean (Education) in the Faculty of Education at Monash University, where she is an expert Initial Teacher Educator and music education specialist. Her work leverages performing arts expertise to drive socially inclusive educational practices and actively engage students in their learning journeys across diverse backgrounds. Professor Jenkins' research integrates Action Research and Experiential Learning to develop innovative pedagogical frameworks, particularly through Blended Learning approaches in music education. Her scholarship spans: Music Education and inclusive teaching practices LGBTIQ+ and disability-inclusive pedagogy Historical analysis of Australian women music educators (1890-1950) Initial Teacher Education reform Technology-enhanced self-regulated music learning Her recent publications reveal strong thematic continuity across music education and inclusion, with emerging focus on digital tools for instrumental practice, queer-inclusive teacher development, and post-pandemic educational adaptation. The work demonstrates consistent application of qualitative methodologies to address systemic barriers in educational environments. Professor Jenkins' contributions have been recognized through significant honors: Award for Teaching Excellence (2017) Dean's Award for Partnership Development (2017) MPA Supervisor of the Year Award Finalist (2014, 2016) Vice-Chancellor's Award Finalist (2018) She actively supervises PhD candidates on critical topics including post-COVID music education recovery, compassionate school leadership, and mindfulness applications. Current research projects like the South East Program and Universal Design for Learning initiative demonstrate her commitment to translating theory into practical educational innovation through university-school partnerships. As a member of the Monash Assistive Technology and Society centre leadership team, she drives collaborative initiatives that bridge academic research with community impact, particularly in developing inclusive educational frameworks for diverse learners.
Dr Lynette Pretorius is a Lecturer at Monash University's School of Curriculum Teaching & Inclusive Education, where she has established herself as an award-winning educator and researcher. With extensive experience teaching across undergraduate, postgraduate, and graduate research levels, she supervises PhD students while weaving together interdisciplinary expertise to create inclusive and transformative learning environments. Her work spans multiple academic contexts while maintaining a consistent focus on compassionate, equitable education. Dr Pretorius's research centers on doctoral education, academic identity, student wellbeing, and AI literacy, with particular emphasis on creating more just and creative academic spaces. Drawing from autoethnography and qualitative methodologies, her work interlaces personal narratives with institutional systems to understand how lived experiences and academic structures shape one another. She champions pedagogies of care that prioritize wellbeing, justice, and student growth through reflexive, relational ethics and methodological transparency. Her recent publications reveal a growing focus on AI literacy in higher education, with multiple 2024-2025 works developing frameworks for responsible AI use, examining AI's decolonial potential, and exploring how generative AI transforms academic communication and research practices. Alongside this emerging AI focus, her longstanding work on doctoral education continues through writing groups, wellbeing research, and investigations into academic identity formation. Dr Pretorius has received significant recognition for her contributions, including: Dean's Award for Teaching Excellence (2022) Global Impact Grant (Student Success) (2022) Senior Fellow, Higher Education Academy (2021) Dean's Citation for Outstanding Contribution to Student Learning (2019) Dean's Award for Programs that Enhance Learning (2019) Her research leadership extends to multiple funded projects including 'Behind the Academic Curtain: Doctoral Students and the Hidden Rules of Academia' (2025-2026) and 'Learning about Academic Publishing through Collaborative Online International Learning' (2024-2025). She actively supervises doctoral students and has developed innovative approaches to research and teaching, particularly through her work on doctoral writing groups as transformative spaces. Dr Pretorius maintains a strong public scholarly presence through her Scholar's Way Blog, University Study Made Easy YouTube Channel, and the AI Literacy Lab. These platforms extend her research impact beyond traditional academic boundaries, reaching broader educational communities and providing practical resources for students and educators navigating contemporary academic challenges.
State University of New York at FredoniaUnited States
James A. Davis serves as Professor of Musicology and Chair of the Music History Area at the School of Music, State University of New York at Fredonia. He holds a PhD in music history and theory from Boston University, following an MM in composition from the University of Texas and a BS in Music from the University of Colorado at Denver with emphasis in scoring and arranging. Davis's scholarly work centers on the music and musicians of the American Civil War, with significant contributions to understanding Civil War-era music, patriotism in songs, military bands, and musical expression during this historical period. His research extends to music history pedagogy, American popular music of the 19th and 20th centuries, and the history of bands. His teaching interests include American Music, 18th- and 19th-century concert music, the history of popular music, and music history pedagogy. His publications reveal a consistent focus on Civil War music, with recent articles examining topics like "Old 100th" hymns, Civil War bandsmen and humor, patriotism in songs, and the role of dance during the war. His scholarly output demonstrates both chronological depth in historical research and contemporary relevance in music pedagogy approaches. Davis has presented papers at major academic conferences including the American Musicological Society, Society for American Music, College Music Society, Society for Ethnomusicology, Society for Military History, Music Library Association, and American Culture Association. He serves as the founding Editor for The Teaching of Music History Series with Routledge. His research appears in prestigious journals including American Music, College Music Symposium, Journal of Military History, Journal of Band Research, and Journal of American Culture, as well as pedagogical journals like International Journal of Teaching and Learning in Higher Education and Philosophy of Music Education Review.
Professor Barbara Skinner is a Professor of TESOL and Education at Ulster University's School of Education, based at the Coleraine campus. She serves as Director of Development and Partnerships for the School of Education and is a member of the School's Senior Management Team. Dr. Skinner was the first lecturer in Ulster's Centre for English Language Teaching (CELT) and moved to the School of Education to become Course Director of MA TESOL in 2006. Her educational background includes a Doctorate of Education from the University of Bristol (2014). Originally from Cornwall, she has extensive experience teaching ESOL and EAP, and has served as a UCLES examiner and IELTS examiner. Professor Skinner's research focuses on language teacher education, higher education pedagogy, and intercultural competence. Her current work explores minority language pupils in Northern Ireland, examining their educational attainment, home-school partnerships between schools and migrant parents, and the socio-emotional well-being of refugee pupils. She also investigates teacher talk and second language teacher education, with particular interest in conversation analysis, threshold concepts, and teacher identity. Her research has resulted in numerous publications in key international journals including the English Language Teaching Journal, Journal of Studies in International Education, and Journal of Education for Teaching. Professor Skinner has secured significant funding from external sources including the British Council, UKISA, and international partners in Spain, Korea, China, and Central Asia, with recent projects focusing on inclusive English language teaching across multiple countries. Sustained educational excellence award (2021) Professional Practice Innovation award (2021) Distinguished teaching fellowship - highly commended (2010) Excellence in International Partnership award (2020) Professor Skinner is actively involved in doctoral supervision and examination, and serves as Northern Ireland representative for the British Educational Research Association (BERA). She is an Editor of the BERA Blog and a member of BERA Publications Committee. Her professional activities include reviewing for several prestigious journals and mentoring new reviewers globally. She leads multiple international projects, including the MA TESOL dual award program between Kazakhstan and Northern Ireland, demonstrating her commitment to advancing language education worldwide.
Dr. Caitlin Nunn serves as Reader in Migration and Youth Studies at Manchester Metropolitan University, where she leads research at the intersection of refugee studies and youth studies with emphasis on refugee-background young people's lived experiences. Her work is anchored in the Manchester Centre for Youth Studies (MCYS) and involves significant collaboration with institutions including Manchester Museum and UKRI-funded initiatives. Her educational background demonstrates interdisciplinary training: PhD in Australian Studies (2013), University of Melbourne MA Preliminary (Honours equivalent) in Development Studies (2005), La Trobe University Graduate Diploma in Development Studies (2004), La Trobe University Bachelor of Dramatic Arts in Theatre Production (2000), Victorian College of the Arts, University of Melbourne Professional qualifications include Associate Fellowship of the Higher Education Academy, Certificate II in Applied Language (Vietnamese), and CELTA certification. Nunn's research program critically examines refugee youth resettlement through innovative participatory and arts-based methodologies. Key thematic strands include: Rural and regional refugee resettlement dynamics Environmental dimensions of migration and belonging Transnational generational relations among refugee families Decolonizing research approaches with displaced communities Creative interventions for refugee wellbeing Her work consistently centers youth agency while challenging conventional integration paradigms. Analysis of her 15 most recent publications reveals evolving methodological sophistication with increasing emphasis on environmental migration, cross-disciplinary collaboration (particularly with ecological sciences), and co-produced knowledge generation. The research demonstrates consistent focus on rural resettlement contexts and creative methodological innovations while expanding into digital engagement (e.g., AI/data co-production projects). Current research leadership includes: NERC Future of UK Treescapes Grant (£2m, 2021-2024): 'Voices of the future' exploring children's relationships with treescapes UKRI Citizen Science Collaboration (£343k, 2021-2023): 'Ancient History, Contemporary Belonging' with refugee-background youth EPSRC Public Engagement Scheme (£197k, 2022-2025): 'PEAs in Pods' for AI/data research co-production She actively supervises doctoral research including Nobila Bano's work on intergenerational knowledge transfer and Ahmad Al Shahma's research on equitable ESOL policies. Nunn maintains significant professional engagement as Member of the Editorial Board for Qualitative Research , Member of the AHRC Peer Review College, and Member of the UKRI Interdisciplinary Assessment College, demonstrating her disciplinary leadership beyond direct research outputs.
Dr. Alison Croasdale serves as a Lecturer in Digital Media: Education at University College London's Institute of Education, specifically within the Culture, Communication & Media department and based at the UCL Knowledge Lab. She teaches across both undergraduate and postgraduate programs, focusing on the intersection of digital media and educational practice. Dr. Croasdale holds an undergraduate degree in English Literature with specialization in Gothic literature, followed by two Master's degrees: Critical Theory from Manchester Metropolitan University (2008) and Digital Media, Culture and Communication from UCL's Institute of Education (2016). Prior to her academic career, she spent ten years as a secondary school middle leader and teacher of English and Media in East London, providing valuable practical experience that informs her research and teaching. Her research interests focus on the intersection of digital media and English teaching methodologies, particularly examining how digital approaches can enhance student engagement with challenging literary texts. She explores the evolution of teaching practices through a postdigital lens and investigates non-professional videogame design as both a creative process and analytical tool for education. Her work bridges traditional literary studies with contemporary digital practices, with particular attention to how game design principles can illuminate classic texts like Shakespeare's Macbeth. Dr. Croasdale has presented numerous conference papers on innovative teaching approaches, including 'Creating and Recreating Game Time' at the University of Exeter (2023), 'Full of sound and fury: Teaching Macbeth through Game Design' for BritGrad (2022), and 'GCSEs to Undergraduate: Managing Student Transition' at the University of Keele (2019). Her recent publications examine postdigital videogame literacies and the application of game design principles to educational contexts. As an educator, she serves as module leader for 'Moving Image Production' (postgraduate) and 'Media Education in Schools' (undergraduate), while also contributing to 'Digital Media: Enquiry' and 'Creativity: from Theory to Practice in English, Media and Drama.' She supervises dissertations and reports on the MA Digital Media: Education program, guiding students in exploring the creative and analytical potentials of digital media in educational contexts.
Christopher Lukasik is an Associate Professor in the Department of English at Purdue University, with affiliations in American Studies and the School of Interdisciplinary Studies (SIS). His research focuses on the intersection of American literature, visual culture, and illustration studies in the 18th and 19th centuries, with a particular interest in intermediality and cultural history. Ph.D., English, Johns Hopkins University, 2002 His scholarly work examines how visual practices shaped social and political identities, as seen in his monograph Discerning Characters: The Culture of Appearance in Early America (2011). Current research includes The Image in the Text: Intermediality, Illustration, and Nineteenth-Century American Literature , exploring literary annuals' role in developing mass visual culture. His publications span topics like biometric surveillance in early America, abolitionist visual media, and the pedagogy of drawing books. Articles highlight intermedial relationships between text and image, racial visuality, and the cultural capital of illustration. Scientific honors include: Rockwell Center Society of Fellows (2017-2019) Fulbright Specialist Grant (2018) NEH Summer Stipend (2016) Lillian Gary Taylor Fellowship (2013-14) Fulbright Scholar Grant (2009-10) NEH Long-Term Research Grant (2004-05) Lukasik actively participates in academic conferences, including upcoming presentations at SHARP 2025 and SEA 2025. He has also led Fulbright liaison training sessions and symposiums on illustration research.
Joost Raessens is Professor of Media Theory at Utrecht University's Faculty of Humanities, Department of Media and Culture Studies, where he leads research in Media and Performance Studies. He coordinates the Horizon Europe-funded project STRATEGIES: Sustainable transition for Europe's game industries (2024-2028), focusing on how games, AI, and extended reality impact the climate crisis. His research spans several interconnected areas focused on the intersection of digital media, gaming, and environmental sustainability. Raessens explores how immersive experiences like Games and XR for Change contribute to advancing UN Sustainable Development Goals through his Green Media Studies framework. His work examines the environmental impact of the gaming industry while investigating how games can foster ecological citizenship and climate awareness. He has pioneered research on "ecogames" - games designed to engage players with climate crisis issues through playful perspectives. Raessens' recent publications reveal a clear trend toward examining gaming's dual role in the climate crisis - as both a contributor to environmental problems and a potential solution. His work analyzes how games like Collapsus, SpaceBuzz, and Symbiosis create meaningful engagement with ecological issues, while also addressing the carbon footprint of the gaming industry itself. This research sits at the intersection of game studies, environmental humanities, and digital media theory. His notable recognition includes: Incentive for the development of an International Master Degree Game Studies (2011) Raessens actively supervises multiple PhD projects including 'The becoming-playful of warfare in the Netherlands' (2021-2025) and 'Experiencing the past: Bridging art, history, and young people's media environment through multisensory XR engagement' (2022-2026). He leads significant research initiatives including the NWO-funded project on "Long-term consumer and community empowerment in energy applications through inclusive Game design, Artificial Intelligence and system Modelling" (2022-2026) and previously directed the Utrecht University Graduate Programme "Game Research" (2015-2021). He co-founded and directed the Utrecht Center for Game Research (2014-2024), creating a hub for interdisciplinary game studies that connected humanities scholars with computer scientists. This center facilitated numerous collaborative projects examining the societal impact of games, from persuasive gaming to citizen science applications.
Pascal Scherrer is Associate Dean (Research) and Professor within the Faculty of Business, Law and Arts at Southern Cross University . Based in Lismore, Australia, he combines an administrative leadership role with active research in sustainability, regional development, tourism and visitor management. His work bridges academia, industry and government, having jointly secured over AUD $2 million in competitive funding and delivered high-impact projects for clients such as the NSW National Parks & Wildlife Service and the Australian Meat Processor Corporation. Education BSc – Griffith University BSc (Hons) – Griffith University Graduate Certificate TESOL – Bond University PhD – Griffith University Research Interests Dr Scherrer’s scholarship centres on sustainability science applied to tourism and regional development. His current flagship project is a circular-economy partnership with the Australian Meat Processor Corporation aiming to reduce plastic packaging waste across red-meat supply chains. Earlier work includes sustainable-visitor-capacity assessments on Rottnest Island , alternatives to summiting Wollumbin-Mt Warning that informed a AUD $7.4 million NSW government trail investment, and longitudinal monitoring of visitor experiences at Point Fraser artificial wetland in Perth. Cross-cutting themes include visitor risk perception in remote alpine and coastal settings, community engagement in protected-area governance, Indigenous tourism business models , and the intersection of digital culture (e.g., selfie-taking) with tourism safety. Scientific Awards 2023 – Southern Cross University Research Award 2014 – Southern Cross University Vice-Chancellor’s Award for Excellence in Community Engagement Grants & Advising Scherrer has jointly attracted over AUD $2 million in research and consultancy funding from state and federal agencies, industry bodies and NGOs. He currently supervises Honours and PhD candidates across topics in sustainable tourism, regional development and visitor management, and teaches undergraduate and postgraduate units covering sustainable tourism, visitor-economy management, and planning & policy. Professional Affiliations & Service Member, IUCN World Commission on Protected Areas Member, North Coast Regional Advisory Committee, NSW National Parks & Wildlife Service External facilitator for community and local-government projects
Professor Isabelle Doucet is a Professor of Architecture and PGR Lead at the School of Architecture and Landscape, University of Sheffield, having joined in February 2025. Previously, she held professor positions at Chalmers University of Technology in Sweden (2018-2024) and the Manchester Architecture Research Group at the University of Manchester (2009-2018). Her academic journey began with PhD studies at Delft University of Technology in The Netherlands. Her educational background includes PhD, Masters and Bachelor degrees in Architecture from Delft University of Technology. She has been a visiting scholar at Yale University (2022), University of Sydney (2018), University of Queensland (2017) and the Brussels Centre for Urban Studies (2015). Doucet's research sits at the intersection of architecture, environmental humanities, and feminist theory. Her work centers on expanded histories of architecture and activism after 1968, women as role models in architecture, and environmental (multispecies) storytelling. She approaches these topics through historical cases (particularly post-1968), theoretical revisiting, and innovative methods of inquiry. Her research combines oral histories of women in architecture with critical revisiting of emancipatory theories from an intersectional perspective. Her extensive publication record shows a consistent focus on critical architectural practice, urban activism, and environmental storytelling. Over the past fifteen years, her work has evolved from examining specific historical cases in Brussels to broader theoretical frameworks connecting feminist theory, environmental humanities, and architectural practice. Recent publications increasingly engage with multispecies encounters and ecological storytelling in architecture. Member of the Steering Group of the Architectural Humanities Research Association (AHRA) Advisory board member for Dimensions: Journal of Architectural Knowledge and CLARA Architecture/Recherche Former editor for Architectural Histories (until 2023) Doucet actively supervises doctoral students and has developed international PhD courses. Her grant portfolio reflects her research interests in women in architecture, environmental storytelling, and architectural activism. She has co-supervised multiple doctoral students to completion and served as an external examiner for students at prestigious institutions worldwide.
Peter Hastie is a Wayne T. Smith Distinguished Professor in the School of Kinesiology at Auburn University. With over 224 peer-reviewed publications, he is recognized as the top physical education scientist in the United States and ranks fourth globally. His work focuses on innovative pedagogical approaches, particularly the Sport Education Model, and has been adopted internationally across diverse educational contexts. Expertise: Sport Education Model, physical education curriculum design, teacher development, and motor skill progression in children. Global Impact: Implemented educational frameworks in Saudi Arabia, Russia, Spain, Ireland, Portugal, and China, contributing to widespread curriculum adaptations and teacher training programs. Hastie’s research emphasizes student engagement, inclusive education, and interdisciplinary integration (e.g., combining mathematics with PE). He co-created Auburn’s ActiveU and ActiveMe online physical education resources, now adopted by institutions nationwide and in multiple languages. Awards & Recognition: 2024 Creative Research and Scholarship Award from Auburn University. Inducted into the National Academy of Kinesiology, reflecting his status as a leading scholar and practitioner. Hastie has delivered keynote speeches on six continents, advanced the understanding of skill development in children with disabilities, and contributed to policy discussions on health-related fitness education. His work bridges research and practice, influencing both academic discourse and real-world teaching methodologies.
Gerard Francisco Sandoval is a Professor in the School of Planning, Public Policy and Management at the University of Oregon, where he also serves as Associate Director of the Center for Latino/a and Latin American Studies. He actively contributes to Oregon's public policy landscape as a Commissioner on the Land Conservation and Development Commission (term 2019-2023) and as a councilmember on the State's Housing Stability Council. Dr. Sandoval's educational background includes: PhD in City and Regional Planning, University of California, Berkeley (2007) MCP in City and Regional Planning, University of California, Berkeley (2002) BS in Community and Regional Development, University of California, Davis (2000) His scholarly research focuses on the intersection of city planning, immigration, and sustainable neighborhood revitalization. Sandoval employs detailed narrative case studies to explore ethnic identity, equity, and bioregionalism, with particular attention to how planning can achieve equitable outcomes through environmental ethics, affordable housing access, inclusive land-use policies, and transparent public participation mechanisms. His work often centers on immigrant communities, examining gentrification, displacement, infrastructure, and the socio-economic implications of development in marginalized neighborhoods. Born in Guatemala, Sandoval's personal connection to immigration issues stems from his family's experience leaving Guatemala during its civil war. Analysis of Sandoval's publications reveals a consistent focus on urban equity, with particular emphasis on how immigrant communities navigate and shape urban spaces. His research trajectory shows an evolution from studying transnational networks of undocumented workers to broader examinations of racial equity in planning, gentrification, and sustainable neighborhood revitalization. The geographic scope of his work spans from specific case studies in places like MacArthur Park in Los Angeles and Postville, Iowa, to theoretical explorations of planning ethics and practices across the Galápagos Islands and Oregon's forest communities. Dr. Sandoval's significant contributions to the field have been recognized with several prestigious awards: Chester Rapkin Award (2014) for best planning article Paul Davidoff Book Award honorable mention (2013) Barclay Gibbs Jones Award for best dissertation in planning (2009) Rev. Dr. Martin Luther King Jr. Award from the University of Oregon for promoting diversity, social justice, and equity As an academic leader, Sandoval serves as the Dean's Fellow for Diversity at the College of Design and leads the college's Diversity and Inclusion Committee. His public service extends beyond academia through his appointments to state commissions where he applies his expertise to address Oregon's housing and land use challenges. His research has attracted media attention, with coverage in Newsweek, Los Angeles Times, and Oregon Quarterly. Sandoval's work bridges academic research with practical planning applications, particularly in the context of immigrant integration and sustainable community development. Dr. Sandoval maintains active research connections with communities in Oregon, Guatemala, and the Galápagos Islands, where he studies bioregional revitalization. His current research examines equitable planning outcomes achieved through integrating environmental ethics, providing access to affordable housing, supporting inclusive land-use policies, recognizing generative economic development, and designing transparent public participation mechanisms to revitalize urban cities and rural towns.
Ryszard Lenczewski is a distinguished Professor of Film Art at The Leon Schiller National Higher School of Film, Television and Theatre in Łódź, where he has served as a lecturer at the Cinematography Department since his graduation in 1974. He held the position of Vice-Dean from 2008 to 2014 and has been instrumental in shaping generations of Polish cinematographers. As a member of prestigious film organizations including the Society of Cinematographers (PSC), the European Film Academy (EFA), the British Academy of Film and Television Arts (BAFTA), and the American Academy of Motion Picture Arts and Sciences (AMPAS), Lenczewski has established himself as a significant figure in international cinema. Lenczewski's research and creative interests span cinematography, film art, documentary filmmaking, visual storytelling, and camera techniques. His extensive filmography demonstrates mastery across feature films, documentaries, and television productions, with notable works including the Oscar-winning film "Ida" (2013) where he served as cinematographer. His approach combines technical precision with profound artistic expression, emphasizing visual narrative and emotional depth through innovative camera work and lighting techniques. Throughout his career, Lenczewski has supervised numerous student films, guiding emerging talent in cinematography techniques and visual storytelling. His pedagogical approach emphasizes hands-on experience and creative experimentation, reflected in the diverse range of student projects he has mentored from 2013 through 2025. 2013 Decoration Silver Medal for Merit to Culture - Gloria Artis 2015 Golden Camera 300 Lifetime Achievement Award at the Manaki Brothers Film Festival 2018 Gold Medal "Gloria Artis - For Merit to Culture" 2019 "Golden Glan" award from Charlie cinema in Łódź 2020 Society of Cinematographers (PSC) Lifetime Achievement Award 2022 Polish Filmmakers Association Award 2024 Silver Cross of Merit Lenczewski's creative output reveals a consistent exploration of visual narrative techniques, with recent student projects focusing on experimental cinematography, sensory film experiences, and innovative approaches to time, space, and emotion in visual storytelling. His work demonstrates mastery across documentary, feature film, and educational contexts, establishing him as a versatile and influential figure in contemporary cinematography.
Zsigmond Lucza (born 1978 in Budapest) is a Hungarian contemporary artist and university assistant professor at the Hungarian University of Fine Arts, Department of Visual Art since 2022. He holds a DLA (Doctor of Liberal Arts) degree from the University of Pécs Faculty of Arts (2011-2014) and has extensive international experience including studies at the University of Lapland in Finland (2012-2013). Lucza's educational background includes dual Master's degrees from the Hungarian University of Fine Arts (2002-2007) in both Painting and Visual Art Teacher programs, along with foundational training at the Buda Drawing School (2000-2002). His academic career includes teaching positions at Jelky András Applied Arts Vocational High School (2014-2018), Modell Fashion School (2008-2012), and Kolumbusz Humanities High School (2005-2007). Lucza's artistic practice spans contemporary painting, transmedia art, and mixed media works, with significant focus on digital integration in traditional art forms. His research interests center on transmedia tendencies in contemporary Hungarian painting, visual communication, and the evolving relationship between digital and physical art spaces. His work often explores identity, perception, and the integration of technology in artistic expression, creating pieces that bridge traditional painting techniques with contemporary digital aesthetics. His artistic output shows a consistent evolution from figurative works toward more experimental transmedia approaches, with recent projects focusing on environmental reflection, digital portraiture, and collaborative installations. Lucza's work demonstrates a sophisticated understanding of both traditional painting techniques and contemporary digital media, creating a distinctive visual language that addresses current artistic concerns while maintaining strong technical foundations. Lucza has received multiple awards including an Erasmus scholarship for study at the University of Lapland, a scholarship from the Budapest Gallery and Kunststiftung Baden-Württemberg, and first prizes in national competitions. His professional affiliations include membership in the Hungarian Artists' Association (MAOE) since 2007, the MAMŰ Society since 2015, and non-academic membership in the Hungarian Academy of Arts (MMA) since 2022. As an educator, Lucza has conducted numerous workshops internationally including the Experimental Drawing Course at the Latvian Academy of Arts and Transmedia Workshops at the University of Pécs. His curatorial work includes the 'Medium Summoners' exhibition at MAMŰ Gallery in Budapest (2017). Lucza maintains an active exhibition schedule with solo shows across Hungary, Finland, and Slovenia, alongside participation in numerous international artist colonies and collaborative projects.
