Michael Baldea is an Associate Professor in the Department of Chemical Engineering at the University of Texas at Austin . He holds a Ph.D. in Chemical Engineering from the University of Minnesota (2006), with prior degrees from 'Babeş-Bolyai' University in Romania (M.Sc. 2001, Diploma 2000). His research group develops theoretical and computational methods for Process and Energy Systems Engineering , focusing on integrated decision-making, performance optimization, and process intensification with industrial validation. Education: Ph.D., Chemical Engineering, University of Minnesota (2006) M.Sc., Interface Process Engineering, 'Babeş-Bolyai' University (2001) Diploma, Chemical Engineering, 'Babeş-Bolyai' University (2000) Research Thrusts: Integrated decision-making in chemical/energy supply chains Process performance monitoring and optimization Process integration and intensification Key applications include grid-responsive chemical plants, intensified distillation/column designs, and renewable energy integration for building systems. Scientific Awards: Frank A. Liddell, Jr. Fellowship NSF CAREER Award (2015-2020) Moncrief Grand Challenges Faculty Award (2014) AIChE Outstanding Young Researcher Award (2017) Implementation : His group has translated research into commercial tools through partnerships with industrial test beds and is working to integrate methods into commercial simulators. They explore predictive approaches for building energy management and strategic capital investment analysis in next-generation energy systems.
Kin Wai Michael Siu is the Eric C. Yim Professor in Inclusive Design and Chair Professor of Public Design at The Hong Kong Polytechnic University (PolyU) . He founded the Public Design Lab and directs two joint research centers: the PolyU-HIT Inclusive Environment Center and the PolyU-WUT Ship/Marine Aesthetic Design Lab . His roles include PhD/postdoc supervision, coordination of design research methods, and extensive editorial/advisory board memberships. PhD, The Hong Kong Polytechnic University PhD, University of Bath MSc, City University of Hong Kong MA, The Hong Kong Polytechnic University MEd, The University of Hong Kong BA(Hons), Loughborough University of Technology A leading figure in inclusive design, Siu integrates Vygotsky's ZPD and Bruner's scaffolding theory into his 'Scaffolding Innovation' framework. His work balances creative design with technological application, focusing on inclusive public spaces (playgrounds, country parks, recycling facilities) and pandemic prevention strategies (e.g., COVID-19/NID mitigation through design ). Recent projects explore AI-enhanced recycling , bioinspired wearables , and cultural heritage semiotics . His publications span design education , participatory design , and cross-cultural heritage preservation , with a fingerprint highlighting 'Public Design', 'Inclusive Design', 'Visually Impaired', 'Cultural Semantics', and 'Spatial Practice'. Key collaborators include researchers from Hong Kong, China, and international institutions. Scientific Awards : 2024 G Cross Award for Excellent Guidance (Instructor) 2024 Hong Kong Contemporary Design Awards for Exceptional Advisor Multiple international design/invention awards (over 100 total) 2008 Romanian Ministry Invention Awards for Rapid Demountable Platform (RDP) Awarded over 50 patents, Siu has secured numerous external grants for public design innovations. His Public Design Lab collaborates with institutions like Tsinghua University, MIT, and Cambridge, while his editorial roles span design, engineering, and education journals.
Michael S. Horn is a Professor of Learning Sciences and Computer Science at Northwestern University, serving as Program Coordinator for Learning Sciences. He holds a PhD in Computer Science from Tufts University and a ScB in Computer Science from Brown University. His research focuses on the intersection of human-computer interaction and learning, emphasizing the use of emerging technologies in museums, classrooms, and informal settings. Notable projects include multi-touch tabletops in natural history museums, tangible programming languages for early education, and the TIDAL Lab’s innovative exhibits like Build-a-Tree and DeepTree. Education background includes: PhD in Computer Science (Tufts University, 2009) MS in Computer Science (Tufts University, 2006) ScB in Computer Science (Brown University, 1997) Research interests span tangible interaction design, computational literacy, and museum-based learning. He has led projects such as the ‘Energy Monsters’ board game and the TunePad music-coding platform. His work integrates technology with pedagogical practices to foster collaborative and exploratory learning environments. Active collaborations include the Computer History Museum and the California Academy of Sciences. Advising contributions include mentoring doctoral students like Dr. Mmachi Obiorah and Pei-Yi. His lab, TIDAL, explores interactive technologies for education, with grants from NSF and industry partnerships. Recent articles highlight innovations in computational thinking integration, music-coding hybrid practices, and AI-driven qualitative analysis.
LIN Meng is an Associate Professor at the Department of Mechanical and Energy Engineering , Southern University of Science and Technology (SUSTech) . He holds a Ph.D. in Mechanical Engineering from Swiss Federal Institute of Technology in Lausanne (EPFL) (2018) and has held postdoctoral positions at Caltech's Joint Center for Artificial Photosynthesis (2018-2019). Research Interests include solar thermal/thermochemical/(photo)electrochemical energy conversion devices , CO2 capture and utilization , and multi-scale modeling and simulation . His work focuses on optimizing energy systems through advanced computational models and cross-disciplinary integration of physics. Recent Publications highlight his contributions to solar fuel processing, CO2 conversion technologies, and hybrid electrochemical systems, with articles in Nature Communications , Joule , and Energy & Environmental Science . His research emphasizes scalable solutions for sustainable energy and carbon management. Scientific Awards ASME Graduate Student Award (2018) Outstanding Reviewer of Solar Energy (2018, 2015) Swiss National Science Foundation Postdoc Fellowship (2017) Shanghai Outstanding Master Thesis (2016) Shanghai Jiao Tong University Outstanding Graduate (2013)
Aura Istrate is a Lecturer/Assistant Professor in Urban Planning & Sustainable Urbanism at the School of Architecture, Planning and Environmental Policy at University College Dublin (UCD). With an international background spanning multiple continents, she conducts interdisciplinary research on sustainable urban development, focusing on active mobility, nature-based solutions, and climate-neutral cities. She teaches GIS and urban planning modules while coordinating several significant research projects across European and Asian contexts. University College Dublin, School of Architecture, Planning and Environmental Policy Primary Coordinator of C-NEWTRAL (Horizon MSCA-DN 2024-2028) Co-Leader of REALLOCATE (Horizon Europe project 2023-2027) Principal Investigator for BIODIVERSA+ projects (NatureScape and NBS4AQUAMISSION) Educated at the University of Architecture and Urban Planning 'Ion Mincu' in Bucharest (BA and MA) and the University of Liverpool (PhD), Dr. Istrate further enhanced her teaching credentials with a Professional Certificate in University Teaching & Learning from UCD. Her academic journey reflects a strong foundation in architectural and urban planning principles combined with specialized expertise in sustainable urbanism. Dr. Istrate's research focuses on smart and sustainable urbanism, particularly examining active mobility, livable streets, green public spaces, and nature-based solutions in urban planning. Her work employs participatory, geospatial, and mixed methods to inform smart communities and the transition to climate-neutral cities. She has practical international experience in urban design and planning, with ongoing collaborations spanning European and Asian countries, currently teaching and researching across cultures in UCD and UCD's International Colleges (CDIC). Her recent publications reveal a strong focus on street vitality, urban heat adaptation, and nature-based solutions. The research demonstrates methodological diversity combining quantitative spatial analysis with qualitative community engagement approaches. Her work spans multiple geographic contexts, with particular expertise in Chinese urban environments and European cities, showing how urban planning concepts need to be contextualized for different cultural settings. The articles consistently address climate adaptation challenges through innovative approaches like urban nature games and fine-grained street classification systems. Dr. Istrate serves as a PhD thesis supervisor and is actively involved in major research initiatives including C-NEWTRAL (as Primary Coordinator), REALLOCATE (as Co-Leader), and BIODIVERSA+ projects (as PI for NatureScape and NBS4AQUAMISSION). Her grant portfolio includes Horizon Europe projects and other significant funding that supports interdisciplinary research on climate-neutral urban development. She has coordinated multiple teaching modules including Planning Design & Development, GIS & Planning, Intro to Spatial Planning, and Local Planning Studio. She leads international research collaborations and maintains active partnerships across various European and Asian countries. Her work bridges academic research with practical urban planning applications, particularly through her focus on research-by-design approaches and participatory methods that engage communities in the planning process. She has served as a lecturer, tutor, or teaching assistant across departments of Architecture, Planning, Environmental Studies, Global Studies, and Human Geography in Ireland, the UK, Czechia, Sweden, China, and Romania since 2010.
Dr. Bimlesh Wadhwa is an Associate Professor in the Department of Computer Science at the National University of Singapore (NUS) and serves as Assistant Dean for Student Life at Tembusu College. She holds dual affiliations as a Residential Fellow at Tembusu College and an active member of the School of Computing's academic community. Her work bridges software engineering, human-computer interaction (HCI), and computing education. Dr. Wadhwa's research focuses on gender issues in HCI, software design quality, and digital well-being. She has pioneered initiatives like the Code for Community program to bring computing education to underserved groups. Her pedagogical contributions include developing courses on object-oriented design, software engineering principles, and interaction design. She actively engages with professional communities through roles such as Faculty Representative at the Singapore Computer Society Student Chapter and advisor to the Computing Club at NUS. Her recent work addresses pressing societal challenges like technology-facilitated sexual violence and integrates AI into educational contexts. She has organized major competitions including CodeXtreme and the Singapore Science and Engineering Fair, fostering innovation among students. Her interdisciplinary collaborations span healthcare applications, smart city technologies, and educational equity initiatives. Dr. Wadhwa’s scholarly contributions include over 80 publications in top venues such as FSE, CHI, and IEEE conferences. She has co-edited book chapters for Springer and Wiley on HCI and informatics, reflecting her commitment to advancing both technical and societal dimensions of computing. In addition to her academic roles, she leads MakerLab initiatives and contributes to national educational policies on computational thinking. Her work emphasizes bridging academia-industry gaps through projects like the GEAR mobile game-assisted rehabilitation system and cloud service brokerage frameworks.
Yasmin Kafai is a Professor at the University of Pennsylvania's Graduate School of Education (GSE), Department of Learning Sciences. Her research focuses on computational thinking, AI education, and equitable K-12 computing pedagogy. She has pioneered work on integrating electronic textiles (e-textiles) and participatory design into STEM education to engage youth in critical perspectives of technology. Kafai's recent work emphasizes algorithmic literacy, youth-led auditing of machine learning systems, and bridging technical and societal dimensions of computing. Key research areas include: computational empowerment, AI ethics in education, youth agency in technology design, and culturally responsive computing curricula. Her projects often involve hands-on making activities, such as constructing generative AI models or debugging e-textile systems, to foster both technical and critical understandings. Publications from 2024-2025 highlight trends in youth engagement with generative AI, algorithm auditing frameworks, and the intersection of physical computing with growth mindset practices. She has also explored the role of storytelling methodologies in reimagining computing narratives for marginalized groups. Kafai collaborates extensively with teachers to develop scalable professional development programs addressing equity in CS education. Her work frequently appears in learning sciences and computing education journals, with a focus on practical classroom implementations and systemic educational reforms. Ongoing efforts include designing 'Hour of Code' activities that integrate critical AI literacy and fostering youth as co-designers of ethical technology solutions.
Yasmin B. Kafai is the Lori and Michael Milken President's Distinguished Professor at the University of Pennsylvania's Graduate School of Education. Her work focuses on empowering students through computational tools such as Scratch, electronic textiles, and biomaking, aiming to broaden participation in computing and promote equity in STEM education. Affiliations: Editor of the Journal of the Learning Sciences Former President of the International Society of the Learning Sciences Recipient of NSF Early Career Award and Rosenfield Community Prize Her research explores youth engagement with digital media, including gaming, coding, and creative technologies. She co-developed Scratch, a foundational platform for youth programming, and pioneered curricula integrating electronic textiles and biodesign in K-12 education. Key contributions include analyzing the societal impacts of virtual worlds, algorithmic literacy, and culturally responsive pedagogy. Publications & Awards: Author of award-winning books like Connected Gaming and Makeology Contributed to national policy reports, including the 2010 U.S. Department of Education's National Educational Technology Plan Recognized as a Fellow of the American Educational Research Association Her outreach initiatives include mentoring partnerships with the City of Los Angeles and collaborations with community tech centers like the Computer Clubhouse network. Current projects emphasize algorithmic justice, AI literacy, and equity-focused maker education.
Maureen Kendrick is a Professor and Deputy Department Head in the Department of Language & Literacy Education at the University of British Columbia's Faculty of Education. Her research examines literacy and multimodality as integrated communicative practices, addressing social and cultural issues in diverse contexts with particular emphasis on visual communication and refugee/migrant education. Her research interests span digital literacies, multiliteracy and multimodality, and international perspectives on literacy education. She investigates how youth from refugee backgrounds use multimodal approaches to construct identities and engage with learning, often through digital storytelling and visual methodologies. Her work extends to health literacy in Ugandan contexts and the role of play in early childhood literacy development across Canada, Kenya, and Uganda. Analysis of her recent publications reveals consistent focus on refugee/migrant education, digital storytelling, and multimodal literacy. She examines how digital tools empower marginalized youth to express identities while addressing challenges in language learning and cultural integration. Her research also explores HIV/AIDS education through makerspaces and the intersection of arts-based practices with science literacy. Dr. Kendrick's scientific recognition includes: Canadian Committee for Graduate Students in Education (CCGSE) Mentorship Award (2024) Killam Teaching Prize (2012-13) Alan C. Purves Award (2013) She actively supervises graduate students across doctoral and master's programs, with current research focusing on refugee education and multilingual learners. Her SSHRC-funded projects include the 2025-2029 grant 'Digital Multimodal Composing-To-Learn' and the 'Language and Literacy Learning Among Refugee and Migrant Background Children' initiative, involving collaborators from UBC, York, and Western universities. Dr. Kendrick leads international research teams across Canada, Uganda, and Kenya, developing community-engaged approaches to literacy education that bridge academic research and classroom practice.
Pamela Burnard is a Professor of Arts, Creativities and Educations at the University of Cambridge, UK. She also holds adjunct professorships at the University of Sydney, Western Sydney University, University of Foggia, and Instituto Katarina Gurska. A Fellow of prestigious organizations like the Royal Society of Arts and Chartered College of Teaching, she specializes in creativity research across arts, education, and interdisciplinary fields. Her qualifications include a PhD from the University of Reading and degrees in Music Performance and Education from institutions like the University of Melbourne and Indiana University. Research & Education : Burnard's work focuses on creativities theories, STEAM education, urban musics, and posthumanist approaches. She has supervised over 30 doctoral students and contributed to global projects like the Global Institute of Creative Thinking and the CUMIN network. Her research explores transdisciplinary practices, digital technologies, and policy impacts on education. Publications & Awards : Author/co-author of 20+ books and 120+ articles, she has published in journals like Thinking Skills and Creativity and Music Education Research . Awards include the Hugh Childers' Prize for her DipEd and fellowships in leading academic societies. Advisory Roles : She advises the REF Sub-Panel SP33 and serves on editorial boards for journals like Journal of Thinking Skills and Creativity . Her collaborations span universities globally, emphasizing creative pedagogies and inclusive education. Labs & Teams : Leads the Arts and Creativities Research Group (A&CRG) at Cambridge and contributes to networks like CRiCLE and NRICH. Her work bridges academia, industry, and communities to advance creative practices in education.
Reed Stevens is a Professor in the Learning Sciences department at Northwestern University's School of Education and Social Policy (SESP). He holds a PhD in Cognitive Studies in Education from UC Berkeley (1999), an MA from UC Berkeley (1994), and a BA in Mathematics from Pomona College (1987). His research focuses on understanding learning across diverse settings including classrooms, workplaces, and museums, emphasizing how mathematical and technological practices shape cognition. Stevens develops tools like VideoTraces for media annotation and designs innovative educational models such as FUSE Studios to create scalable, interest-driven learning environments. His work bridges cognitive science and sociocultural studies, employing methods like audio-video ethnography and conversation analysis. Key themes include spatial reasoning in making activities, teacher adaptation to facilitator roles, and the diffusion of educational innovations. Stevens collaborates with industry partners to integrate real-world practices into school curricula, addressing challenges in scaling STEAM initiatives and fostering equitable participation. His research has implications for teacher training, curriculum design, and the development of technology-mediated learning tools. Stevens' recent work explores civic data science applications, professional learning in trades like coffee roasting, and the redefinition of scientific practices in education. He actively contributes to debates on expanding what counts as valid scientific inquiry and has published extensively on learning pathways, institutional adoption of innovations, and the role of agency in student-driven projects.
Wan Shou is an Assistant Professor in the Department of Mechanical Engineering at the University of Arkansas. His research focuses on multiscale manufacturing, advanced materials, and functional devices, with applications in wearables, robotics, and sustainable technologies. Ph.D., Mechanical Engineering, Missouri University of Science and Technology M.S., Mechanical Engineering, University of Louisiana at Lafayette B.E., Textile Engineering, Tianjin Polytechnic University, China Dr. Shou’s research spans laser-based manufacturing , nanomanufacturing , machine learning-assisted processes , and bioresorbable electronics . He explores 3D printing of polymer and metal composites, energy materials , and functional textiles for wearable sensors and environmental applications. Recent publications highlight his work in additive manufacturing , computational design of composites, and self-powered sensing systems . His team integrates machine learning with materials discovery to optimize performance. Editor’s pick of Science Magazine US Patent 11,752,700: Data-driven material formulation US Patent 11,993,850: Laser-assisted nanoparticle printing Dr. Shou’s patents and publications reflect a commitment to innovative manufacturing and environmentally conscious design . His work bridges materials science , robotics , and smart systems , advancing energy and water technologies.
Nenad Radakovic is an Associate Professor of STEM Education at Queen's University's Faculty of Education. His research focuses on transdisciplinary approaches in mathematics and STEM education, emphasizing how interdisciplinary integration can enhance learning across PK-12 and post-secondary contexts. He holds a PhD in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE), University of Toronto, and has taught secondary mathematics in Croatia and Canada. Prior roles include Associate Professor at the College of Charleston and Sessional Lecturer at the University of Toronto, where he instructed courses on holistic mathematics pedagogy and curriculum design. Dr. Radakovic’s research interests span transdisciplinary curricula, risk education, mathematics teacher training, and the role of technology in education. He is a STaR Fellow with the Association of Mathematics Teacher Educators and contributes to professional organizations like NCTM and PMENA. His work explores how mathematics education can address societal challenges through critical pedagogy and inclusive practices. Key publications include edited volumes on transdisciplinarity in mathematics education and borders in teacher training. His recent articles address STEM curriculum innovation, inclusive pedagogical frameworks, and the application of feminist theory to educational research. Collaborations include transdisciplinary projects blending arts and mathematics, such as using 3D printing to explore cultural heritage through art.
Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.
Prof Tan Ming Jen is a Professor and Associate Chair (Faculty) at the School of Mechanical & Aerospace Engineering, Nanyang Technological University (NTU). He holds the President's Chair in Mechanical Engineering and leads the HP-NTU Digital Manufacturing Joint Lab. His research focuses on additive manufacturing, metallurgy, and sustainable construction materials, particularly in 3D concrete printing and lunar construction materials. Education: B.Sc.(Eng.) and Ph.D. from Imperial College London. Notable fellowships include JSPS Fellow (Kyoto University), STA Fellow (Japan), Visiting Scientist (Columbia University), and Fulbright Scholar (UCLA/Northwestern). Research Interests: Advanced manufacturing techniques, materials science, and sustainable construction. Pioneered work on concrete 3D printing, recognized as a Global Shaker. Over 300 journal publications and S$95M+ in research funding. Leadership Roles: Former Program Director (Building & Construction) at Singapore Centre of 3D Printing, and member of World Economic Forum's Global Future Council on Advanced Manufacturing. Editorial Board roles at Journal of Magnesium & Alloys and Metals .
