Isabel Hilliger serves as an Assistant Professor at the School of Engineering at the Pontificia Universidad Católica de Chile and Head of its Design Engineering Unit (Dilab). She holds a PhD in Computer Science from PUC-Chile and a master’s degree in Policy, Organization, and Leadership Studies from the Graduate School of Education at Stanford University. From 2020 to 2023, she served on the Executive Committee of the International Society for Learning Analytics Research (SoLAR), including serving as Program Chair of LAK in 2022 and 2023. Her research focuses on higher education, engineering education, and technology-enhanced learning, with particular emphasis on the use of curriculum analytics for quality assurance in higher education in Latin America.

Zachary A. Pardos serves as an Associate Professor of Education at the University of California, Berkeley, specializing in adaptive learning and AI. His work focuses on knowledge representation and recommender systems to improve upward mobility in postsecondary education. This work has included the first paper on algorithmic articulation (Pardos et al., 2019) and initiatives for deploying AI-assistive tools used by tens of thousands of students, administrators, and faculty to support transfer and STEM subject learning at community colleges and universities. 

Gregory (Greg) L. Heileman serves as the Vice Provost for Academic Affairs and Professor of Electrical and Computer Engineering at the University of Arizona, where he oversees the Divisions of Undergraduate Education and Academic Affairs. Professor Heileman’s work on analytics related to student success has led to the development of a theory of curricular analytics that is now being used broadly across higher education in order to inform improvement efforts related to curricular efficiency, curricular equity, and student progression. A website facilitating access to curricular analytics tools is available at: CurricularAnalytics.org.

Joshua Polchar is a member of the OECD Education 2040 team. During his time at the OECD, he has undertaken policy research and action learning on the value of futures thinking in organisational development. He has worked in the Directorate for Public Governance, (Observatory of Public Sector Innovation), the Office of the Secretary General (Strategic Foresight Unit), and now in the Directorate for Education and Skills (Innovation and Measuring Progress). As an educator, Josh teaches students from bachelor’s level to mature executives in scenario planning and futures literacy at emlyon Business School and IE University Madrid. He holds an MSc in Political Science from the University of Amsterdam.