Allison Witt is a Teaching Associate Professor in the Education Policy, Organization and Leadership department at the University of Illinois Urbana-Champaign College of Education . She serves as the Director of International Programs and focuses on internationalizing teacher education through virtual and physical global engagement. Education: PhD in Education Policy Studies (University of Illinois Urbana-Champaign) Her research examines education policy related to higher education and teacher preparation, with a specific emphasis on global citizenship education , virtual global collaboration , and the impact of study abroad programs on preservice teachers. She has developed the IGlobal virtual teacher-training laboratory centered on the UN Sustainable Development Goals , fostering cross-cultural collaboration between preservice teachers, international students, and K-12 learners across 21 countries. Recent publications analyze digital competence frameworks in teacher education, virtual exchange pedagogy , and post-pandemic adaptations in global teacher training. She has also contributed to studies on Chinese international students' perceptions of U.S. universities and policy comparisons between EU and U.S. vocational training systems. Teaching responsibilities include courses on globalization in higher education , research methodology for cross-cultural studies, and virtual collaboration in global education. She oversees the International Education Administration and Leadership program and advises on education abroad credit systems.
Prof. Dr. Ulrich Kortenkamp is a Professor for Mathematics Education at the University of Potsdam since October 2014, holding a position in the Institute of Mathematics within the Faculty of Mathematics and Natural Sciences. He also serves as an Adjunct Professor at Griffith University in Gold Coast, Australia since May 2020. His academic career spans multiple institutions across Germany including Martin Luther University Halle-Wittenberg, University of Applied Sciences Karlsruhe, and TU Berlin. Prof. Kortenkamp's research focuses on mathematics education, particularly in the areas of digital learning environments, computational thinking development, place value understanding, and teacher education. His work bridges theoretical frameworks with practical applications in classroom settings, with a strong emphasis on the integration of technology in mathematics instruction. He has extensively studied how digital tools, particularly the Fingu app, can enhance early mathematical understanding and how language affects place value comprehension across different cultural contexts. His recent publications reveal a strong focus on sustainable development in teacher education, cross-linguistic studies of place value understanding, the impact of digital tools on early mathematics development, geometry education, and the integration of subject knowledge with didactic approaches in teacher preparation. His research consistently addresses how digital environments can transform mathematics teaching while maintaining strong conceptual foundations. Ars legendi Faculty Prize in Mathematics category (2020) for outstanding achievements in teaching, advising, and mentoring, awarded by the Stifterverband (Donors' Association) along with major German scientific societies Prof. Kortenkamp leads several significant research projects including DigiProMIN (developing digitally supported continuing education modules for mathematics teachers), Mathematics Education in the Digital Age (fostering international exchange between University of Potsdam and Griffith University), and Place Value Understanding (investigating primary school children's mathematical development across institutions in Germany and Australia). He is also involved in the SPIES-M project focused on quality initiatives for teacher education and the QuaMath project aimed at promoting teaching quality in mathematics through teacher training courses. He directs a research group focused on mathematics didactics at the University of Potsdam, collaborating with colleagues including Prof. Dr. Birte Friedrich and Prof. Dr. Sebastian Geisler, and working with a team of researchers on various aspects of mathematics education research, including digital learning environments, teacher professional development, and early mathematics concepts.
Roberto Perdisci is the Patty and D.R. Grimes Distinguished Professor in the School of Computing at the University of Georgia. He serves as Director of the University of Georgia Institute for Cybersecurity and Privacy and Faculty Fellow at the Center for International Trade and Security. PhD in Computer Engineering (2007) and MS in Electrical and Electronics Engineering (2003) from the University of Cagliari, Italy Current appointments since 2020 include Professor and Graduate Program Faculty in the School of Computing Research Interests span cybersecurity, network security, machine learning for threat detection, and forensic analysis of cybercrime. His work focuses on: Web-based social engineering attacks Robocall and voice spam mitigation DNS and CDN security analysis Malware behavior tracking Differential privacy in telecom systems Post-mortem cybercrime investigation Scientific Contributions include: 15+ years of publications at top venues (IEEE Security & Privacy, USENIX Security, ACM WWW, etc.) Co-inventor of 2023 patents for real-time attack mitigation Keynote speaker at IMC 2025 on internet measurement advancements Advising & Leadership involves mentoring graduate students and organizing workshops like the IMC 2025 Student Workshop. His lab develops systems like WEBRR for forensic replay of web attacks and TRIDENT for social engineering defense.
Becky Kato is a Lecturer at the English Language Institute (ELI) within the University of Michigan's College of Literature, Science, and the Arts. Since 2019, she has supported multilingual learners in oral and written communication, focusing on academic listening, speaking, pronunciation, and teacher development. She also teaches English for Specific Purposes at Taubman College of Architecture and provides individual consultations through the Architecture Clinic. BA in Anthropology, University of Victoria MS Ed in TESOL, Temple University Her research emphasizes identity in language education, language variation, and virtual exchange as a pedagogical tool. Prior to joining the University of Michigan, she taught at the University of British Columbia, Temple University in Japan, and the University of Nagoya, where she developed language courses for international students and immigrants.
Gero Strobel is an Assistant Professor at the Chair of Business Informatics and Software Engineering, Faculty of Computer Science, University of Duisburg-Essen. His research focuses on intelligent information systems, generative AI, and IoT-enabled smart services with applications in sustainability, healthcare, and industrial transformation. Academic Roles: Assistant Professor (2022–present), Postdoctoral Researcher (2021), Research Assistant (2017–2021) Key Research Areas: Generative AI, Smart Service Systems, E-commerce Ecosystems, Digital Health, Sustainable Business Models His work develops design principles for VR training systems, AI healthcare communication, and smart agriculture architectures. He leads the SOFTEC IoT Innovation Lab and contributes to data ecosystems research as guest editor of Electronic Markets (2024 special issue). Scientific Recognition: 2021 Science Prize of Sparkasse Essen 2021 University of Duisburg-Essen Dissertation Prize Best Paper in Track Award at ICIS 2021 Strobel co-edits the Electronic Markets special issue on data ecosystems (2024) and serves as track chair for data ecosystems at HICSS and AMCIS. His research combines design science methodology with empirical studies across 135+ e-commerce initiatives, 100+ AI startup analyses, and 183 IoT architectures.
Kristen Lindahl is a Professor in the Department of Bicultural-Bilingual Studies and Associate Dean for Strategic Partnerships, Preparation, and Growth at the University of Texas at San Antonio. Her scholarly work focuses on critical teacher language awareness, content-language integrated pedagogy (CLIL), and identity construction in teacher education. She leads Project SELFIES as Principal Investigator and contributes to field development through editorial work as Associate Editor of TESOL Journal. Teacher identity development across multicultural contexts Language ideology critique in professional preparation Leadership roles in TESOL International Association Specialized work with emergent bilinguals and Latinx educators Innovative approaches to practicum reform and teacher cognition International collaborations in CLIL professional development Her peer-reviewed publications examine raciolinguistic policing, epistemic modality in intercultural exchanges, and sociocultural pedagogy implementation. Current research includes the intersection of language ideologies and awareness among educators, with particular attention to marginalized bilingual populations. She has served as English Language Specialist for the U.S. Department of State and held leadership positions at TexTESOL II.
Pia Sundqvist is a Professor of English Didactics at the University of Oslo’s Department of Teacher Education and School Research. She previously held positions at Karlstad University (2014–2022) and has 15 years of secondary/high school teaching experience. Her work bridges applied linguistics and pedagogy, focusing on extramural English acquisition, gaming’s role in language learning, and multilingual classroom practices. Affiliations: University of Oslo, Swedish Association of Applied Linguistics (ASLA President 2022–2025), and international editorial boards. Education: PhD in English Linguistics (Karlstad University, 2009). Her research emphasizes informal English learning outside formal education, particularly through gaming and digital media. She co-developed the concept of 'Extramural English' and has explored its impact on vocabulary and oral proficiency. Key areas include: Teacher training in multilingual classrooms. Assessment of L2 oral proficiency. Technology integration in language education (e.g., Virtual Exchange initiatives). Policy implications of starting-age for formal English instruction. Recent trends in articles highlight synergies between in-class and extracurricular learning, reciprocal researcher-student collaboration, and multilingual pedagogy. Her work often bridges theory and practice, offering actionable insights for educators. Professional roles: Editor-in-Chief of ASLA Studies in Applied Linguistics, member of the Flemish Research Council’s Review College, and steering committee member for Nordic language-learning projects. She frequently delivers keynote addresses at global conferences, advocating for informal learning’s role in L2 acquisition. Supervision and grants: Advisor to 12+ doctoral and master’s students, with grants supporting projects like STAGE Flanders (starting ages of L2 instruction) and the ComplEExity Project (extramural activities and writing skills). Labs/teams: Leads the L-LATER (Language Learner and Teacher Research) and ROSE (Research on Subject-specific Education) groups, focusing on multilingual classroom dynamics and teacher-student collaboration.
Tom Gorman is an Assistant Professor (Academic) at Coventry University's CAS School of Arts & Creative Industries. His work bridges traditional theatre practices with digital innovation, focusing on telepresence, distance learning, and immersive performance. He holds a PhD in Theatre and Media from the University of Ulster and has over three decades of experience as a theatre director, actor, and educator. Education: BA(Hons) English Language and Literature (Queen's University Belfast, 1989); PhD in Theatre and Media (University of Ulster, 2006); PGCE in Secondary Drama (University of Wales, 2007). Research interests include self-referential dramaturgy, Renaissance theatre, and the integration of digital technologies in live performance. His projects, such as the internationally awarded telepresence rehearsal systems, have collaborated with institutions like the University of Tampere (Finland), Purdue University (US), and Anilla Cultural (Uruguay/Mexico/Brazil). He sits on committees for the Nordic Centre for Digital Presence and Network Performing Arts Production Workshop, promoting global R&E network applications in arts education. Awards include the Reimagine Education Gold Awards (2016, 2018), Guardian University Award for Internationalisation (2020), and the E-Culture Award (2021). He has led COIL projects and field trips across Europe, North America, and Asia, emphasizing cross-cultural exchange.
Po Kan Noble Lo is a Lecturer in the Division of Languages and Communication at Lancaster University. He holds prestigious fellowships including Fellow of the Royal Society of Arts (FRSA) and Chartered Linguist. His academic journey includes a Juris Doctor from The Chinese University of Hong Kong, a Master of Studies from the University of Oxford, and multiple degrees from The University of Hong Kong. He also serves as International Cooperation Director for ESP Korea (2025-2027) and is an active member of both the Law and Society Association and The Association of Law Teachers. Educational Background: Certificate in Computer Science for Lawyers, Harvard Law School Executive Education (Aug 2025) Certificate in Generative AI for the Legal Profession, University of California at Berkeley (Apr 2025) Juris Doctor, The Chinese University of Hong Kong (Oct 2022) Master of Studies, University of Oxford (May 2015) Master of Arts, The University of Hong Kong (Nov 2011) Bachelor of Arts, The University of Hong Kong (Dec 2009) Chartered Linguist, Chartered Institute of Linguists (Nov 2016 - present) Fellow, Royal Society of Arts (Aug 2015 - present) Noble Lo's research spans the intersection of language education, artificial intelligence, and higher education pedagogy. His work particularly focuses on AI-assisted language learning, self-regulated learning through mobile applications, and the impact of technology on educational outcomes. He has conducted comparative studies across multiple countries including Hong Kong, South Korea, Mainland China, the UK, and the USA, examining how cultural contexts influence language learning effectiveness. His recent work has increasingly explored the ethical implications of AI in education and human rights considerations. His publication portfolio demonstrates a clear evolution from traditional language instruction studies toward cutting-edge investigations of AI's role in education. The research reveals a strong emphasis on practical applications of technology in language learning environments, with particular attention to student motivation, engagement, and learning outcomes in both online and face-to-face settings. His work bridges theoretical frameworks with empirical evidence from diverse educational contexts. Scientific Awards: Most Popular Preprints Award: 1st Prize (Apr 2024) CPCE Active Scholar Awards 2024 (Sept 2024) Educational Technology Research and Development (ETR&D) 2024 Reviewer Excellence Award (Oct 2024) Educational Technology Research and Development (ETR&D) 2023 Reviewer Excellence Award (Oct 2023) The 8th LRC Law Reform Essay Competition 2021: Award Certificate and Letter of Appreciation (2021) Noble Lo has secured significant research funding for projects totaling over HK$2.4 million, demonstrating his ability to lead substantial research initiatives. His role as Principal Investigator on multiple projects indicates his leadership in the field. As an editorial board member for Frontiers in Sociology and Frontiers in Education, he contributes to scholarly discourse and quality control in his fields of expertise. His activities as a subject leader for university courses and adjudicator for English speaking competitions further demonstrate his commitment to advancing language education. Through his current projects including 'Investigating the Effectiveness of AI-Driven Personalized Feedback' and 'Adapting to AI in Higher Education,' Noble Lo is positioned at the forefront of educational technology research, exploring how artificial intelligence can be effectively integrated into language learning and academic writing instruction while maintaining educational quality and addressing ethical considerations.
Candace Skorupa is a Senior Lecturer and French Language Program Director at Yale University, affiliated since 2005. She holds a Ph.D. in Comparative Literature from Yale (2000) and oversees undergraduate language curricula, including graduate student coordination and placement tests. Her teaching emphasizes interdisciplinary methods, integrating music, art, and cultural exchanges. She founded the Yale French Club and hosts a weekly French Table at Davenport College, where she has been a Fellow since 2014. Research interests span 19th-century French literature, music, and comparative studies. She pioneered telecollaborative projects with Télécom-ParisTech, focusing on virtual cross-cultural learning. Publications address museum pedagogy, intercultural communication, and the intersection of music and narrative. Her career includes teaching roles at Harvard University, Smith College, and a Fulbright stint in France. She has no listed scientific awards but is recognized for innovative language pedagogy and community-building initiatives. Advising and grants are not explicitly detailed, though her roles in curriculum development and program coordination highlight her leadership. Collaborations with Yale’s Art Gallery, Music Library, and Yale Farm enrich her courses. She actively fosters student engagement through interdisciplinary and extracurricular activities.
Erika Hepple is an education academic at Griffith University's School of Education, specializing in intercultural teacher education and transnational learning experiences. Her research focuses on how pre-service teachers develop intercultural competence through international mobility programs, particularly examining Australian-Malaysian educational collaborations. Her research interests center on intercultural competence development in teacher education, with particular emphasis on short-term mobility programs , global citizenship identity formation , and transnational pedagogical approaches . Her methodological approach favors qualitative case studies and reflective practice frameworks to examine how cultural encounters shape professional identities. Analysis of her publication record reveals consistent focus on pre-service teacher development within international contexts, with particular attention to Australian-Malaysian collaborations. Her work demonstrates evolution from initial explorations of cultural encounters (2006-2010) toward more sophisticated frameworks for intercultural competence development (2015-2020), incorporating digital narratives and public pedagogy approaches. Her collaborative work patterns indicate strong research partnerships with colleagues including Donna Tangen, Deborah Henderson, and Jennifer Alford at Griffith University, as well as international collaborators in Malaysia and Hong Kong. These partnerships have produced significant contributions to understanding how structured international experiences transform teacher identity and practice.
Kyoungwon Seo is a Professor affiliated with Hanyang University, actively contributing to interdisciplinary research spanning Human-Computer Interaction (HCI), Machine Learning, and Cognitive Science. His work focuses on applying advanced technologies like VR, EEG analysis, and large language models to address challenges in healthcare diagnostics, education, and workplace design. Co-founded the Imagine Lab at Hanyang University, exploring innovative HCI applications. Expertise in gamification strategies for manufacturing workforce behavior modification. Pioneer in developing EEG-SSVEP based machine learning models for early detection of Mild Cognitive Impairment (MCI). His research bridges theoretical foundations in decision theory (e.g., ambiguity models) with applied work in educational technology, including AI-enhanced learning platforms and chatbot systems for career counseling and critical thinking assessment.
Anu Muhonen is an Associate Professor at the University of Toronto, specializing in multilingualism, language and identity, and translanguaging. Her work explores discourse, literacy, and multilingual pedagogy, with a focus on youth media and linguistic landscaping. She holds a PhD from Stockholm University (2014) and another from the University of Jyväskylä, Finland (2013), alongside an MA from the same institution (2003). Her research interests include the intersection of language, identity, and digital media, particularly in Finnish as a heritage language and in diaspora communities. Notable projects involve analyzing language learners’ use of virtual spaces, pandemic-era communication shifts, and collaborative learning initiatives between students and seniors. Recent publications examine language practices during the COVID-19 pandemic, remote teaching methodologies, and the role of vlogging in language acquisition. Her work often employs linguistic ethnography and qualitative methods to explore how multilingualism manifests in educational and community settings. Dr. Muhonen’s contributions include studies on Finnish language maintenance in North America, community-engaged service learning, and the socio-cultural dimensions of multilingual discourse. She actively participates in interdisciplinary research, bridging linguistics, education, and digital media studies.
Catherine Keen is Professor of Dante Studies at University College London's School of European Languages, Culture and Society (SELCS), Department of Italian. She also serves as Director of the UCL-Venice Dual Degree program, a collaborative initiative with Università Ca' Foscari Venezia offering dual BA degrees in Lettere/Italian Studies and History of Art. Her academic journey includes Lectureships at the Universities of Bristol and Leeds, and a Junior Research Fellowship at St John's College, Cambridge. University of Leeds - Postgraduate Certificate in Learning and Teaching (2001) University of Cambridge - PhD in Italian Studies University of Cambridge - BA in French and Italian (1992) Professor Keen's research focuses on medieval Italian literature (1200-1400), particularly Dante's works, Petrarch's lyric poetry, and Brunetto Latini's translation activities. She explores intersections between poetic and political cultures, classical reception, vernacular traditions, and themes of exile, mourning, and spatial representation in Dante's Inferno and Vita nova. Her academic contributions span numerous publications in Dante scholarship, including monographs on Dante and the City, editorial roles for Italian Studies and Legenda series, and jury membership for the Premio Strega literary prize. She supervises PhD students on topics ranging from Angevin Italy to Bianchi devotions in late medieval Tuscany.
Dr. Sandra Anusiewicz-Baer serves as Acting Chair at Heidelberg University of Jewish Studies, focusing on Jewish Religious Teaching, Education, and Didactics. She is a lecturer at the School of Jewish Theology at the University of Potsdam and actively contributes to pedagogical committees, including The Renaissance Hub and the Network of Jewish University Lecturers. PhD in Educational Science (2012-2016, Humboldt University) Continuing Education in Cultural Management (University of Music and Theatre Hamburg) Magistra Artium in Education, Judaic Studies, and Islamic Studies (Free University of Berlin) Her research explores Jewish identity construction, Holocaust education, and the role of religious schools in diaspora communities. She has developed both digital and analogue teaching content, focusing on the interplay between tradition and modernity. Recent publications and editorships examine religious education across cultures, gender perspectives in DDR Jewish history, and innovative pedagogical frameworks. Her work emphasizes experiential learning, digital engagement, and interfaith dialogue. Special Prize of Humboldt University (2017) Ernst Ludwig Ehrlich Study Foundation scholarship (2012-2016) DAAD scholarship (1998-1999) Pedagogies of Peoplehood Research Fellowship (2023-2024) She has led major educational initiatives, including strategic rabbinic training development, digital format creation for Jewish education, and international interreligious encounters. Her work continues to shape Jewish educational policies and practices in Germany and Europe.
