2025 SoLAR Executive Committee Nominees

Kathryn Bartimote, Australia

The University of Sydney

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: One of my key research themes is theory and learning analytics. On this topic, I am co-editing a forthcoming book with SoLAR colleagues, and have co-convened an annual LAK pre-conference workshop. I have also sought to bring theory into institutional/academic analytics work. I have always been struck by the uniqueness of SoLAR in how it brings together researchers and practitioners, and in the very concrete ways that gender balance is prioritised and valued. It has also been pleasing to see the growth of geographically-based SIGs in recent years, adding to the diversity and strength of our community. If elected to the Committee I will continue to support the extension of our inclusion agenda. One way I hope to do this is via initiatives that enable and encourage even more interdisciplinary engagement with those yet to interact with LA from relevant fields and disciplines.

Biography: Kath was elected to the SoLAR Executive for the previous two-year term. She is seeking re-election for a further (and final) two-year term in order to further embed the new SIG strategy to bring SIGs into the centre of SoLAR, and to ensure a smooth handover to the new SIG Working Group co-chair. Prior to joining the Executive, Kath had been a member of SoLAR’s SIG Working Group since 2020, and active in interactions with SIG leaders and championing the role of SIGs within the Society. Kath was also on the organising committee for LAK18 in Sydney, and initiated her university’s institutional membership with SoLAR and continued as its representative until 2022 when she moved from a central institutional leadership role to a regular faculty position. Some notable achievements whilst in the role of Head Quality and Analytics at the University of Sydney (USyd) were delivering an online survey system, the establishment of data access processes, convening twice-yearly roundtable sessions for researchers using university-held student data, and sponsoring a number of institution-wide learning analytics projects of which the most significant was the creation of an educational databank. Since her move to the Sydney School of Education and Social Work, Kath has become first year coordinator for PhD students, chairs the research committee for the Centre for Educational Measurement and Assessment (CEMA), and (co)convenes events and seminars in both educational psychology and assessment. She continues as deputy chair and chair of two of USyd’s human research ethics committees, and regularly gives seminars and advice across the arts and social sciences on ethics. Kath teaches in the areas educational psychology, and research methods; and supervises PhD students in the areas of educational psychology and measurement/assessment.

Working Group Interests: I would be pleased to continue in the role of co-chair of the SIG Working Group, and to ensure a smooth handover to the incoming SIG Working Group co-chair.

*Mohammad Khalil,  Norway

Bergen University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: My work focuses on conducting in-depth research on educational data, with a strong emphasis on learning analytics to support and personalize learning. A key priority in my research is positioning learning analytics as a responsible, ethical, and morally grounded practice, and I am deeply committed to inspiring others to follow this approach.
I am applying for the SoLAR Executive Committee to contribute further to the field and its development.
My motivations include:
i) My passion for advancing the field and supporting its growth.
ii) Position learning analytics by balancing perspectives on AI in, with, and for education.
iii) Strengthening SoLAR initiatives to promote the adoption of learning analytics, particularly in the Global South and low-income countries.
iv) Emphasizing the inherently inter- and multidisciplinary nature of the field, which thrives on collaboration across disciplines.

Biography: Khalil has over a decade of experience in learning analytics and is currently a senior researcher at the Centre for the Science of Learning & Technology (SLATE) at the University of Bergen, Norway. Khalil, as an Erasmus Mundus granted scholar, has a Ph.D. with distinction from Graz University of Technology in Learning Analytics in Massive Open Online Courses. He has been funded by the Erasmus+ programme, Peder Sather Foundation, and the leading Norwegian Energy company Equinor. His contributions to SoLAR are both extensive and impactful. He currently serves as a SoLAR Executive till 2025 and has held key leadership roles, including Workshop Chair for LAK’23 and will be one of the Program Chairs for LAK’26. He has served as a guest editor for several journals on key topics in learning analytics, including Fairness, Equity, and Responsibility for the Journal of Learning Analytics. His research achievements have been recognized with the Best Full Paper Award at LAK’24 and the Best Poster Award at LAK’23.

Working Group Interests: 1st priority: Communication Working Groups; 2nd: ECR grant working group; 3rd priority: Events Working Group

Seyyed Kazem Banihashem, Netherlands

Open University of the Netherlands

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: Seyyed Kazem Banihashem’s research interests center on learning analytics, particularly in how data can be leveraged to enhance learning outcomes through feedback, peer learning, and the integration of AI to support teaching and learning. His work aims to provide insights into how learners interact with learning analytics dashboards, AI feedback, and prompts to improve their learning experiences. Kazem has actively contributed to various projects in educational technology and learning analytics, refining methods to better support educators and learners. Kazem’s interest in serving on the SoLAR Executive Committee stems from his dedication to advancing the field of learning analytics. With his diverse experience in research and practice, he seeks to contribute to shaping the future direction of learning analytics on a global scale. He is passionate about fostering collaboration among researchers and practitioners to promote evidence-base

Biography: Seyyed Kazem Banihashem is an Assistant Professor of Educational Technology and Learning Analytics at the Open University of the Netherlands. His research focuses on learning analytics, feedback, peer learning, and the application of AI in education. He has contributed to various EdTech and learning analytics projects and has supervised several both MA and PhD students. Kazem has published several papers on topics related to learning analytics, feedback, and peer learning. Previously, Kazem worked as a researcher at the University of British Columbia and Wageningen University & Research. In addition to his research work, he serves as an an editorial board member and a guest editor for several renowned journals, including the International Journal of Educational Technology in Higher Education, Interactive Learning Environments, and Journal of Computer Assisted Learning.

Working Group Interests: Education Working Group, ECR Research Grant Working Group

Okan Bulut, Canada

University of Alberta

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: I have been conducting research in the field of learning analytics for the past 7-8 years, focusing on the transformative potential of process data generated in learning management systems. My work aims to inform educators about students’ learning progress while offering personalized feedback to learners, helping them to take ownership of their educational journey. By leveraging data-driven insights, I aspire to empower both educators and students to improve teaching and learning practices. I am deeply committed to advancing the field of learning analytics and believe that the Society for Learning Analytics Research (SoLAR) plays a pivotal role in shaping its global impact. Serving on the SoLAR Executive Committee would be an honor, as it would enable me to contribute my expertise and insights while fostering stronger connections within the international learning analytics community. As an active researcher in Canada, I would be eager to serve as a point of contact for SoLAR, helping to expand its reach and influence. Through my work, I hope to continue pushing the boundaries of learning analytics and support SoLAR’s mission of driving meaningful change in education through data.

Biography: Dr. Okan Bulut is a Professor in the Measurement, Evaluation, and Data Science program and a researcher at the Centre for Research in Applied Measurement and Evaluation at the University of Alberta. He teaches courses on computational psychometrics, machine learning, and statistical modeling. Also, he gives workshops and develops online courses on a variety of topics, such as data mining, big data modeling, data visualization, and statistical data analysis using software programs like R and Python. Dr. Bulut’s research interests lie at the intersection of artificial intelligence (AI), educational data mining, and learning analytics. Using AI-driven algorithms and natural language processing, he seeks to create intelligent systems that can dynamically adapt to learner preferences, cognitive styles, and performance trajectories.

Working Group Interests: I would be interested in chairing and/or becoming a member of the following working groups: – Education Working Group, – Industry & Partnerships Working Group, or – ECR Research Grant Working Group

Guanliang Chen, Australia

Monash University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: Dr. Guanliang Chen has been a member of SoLAR since 2016 and is deeply committed to advancing diversity and inclusivity in both educational and research contexts, as demonstrated by his research focus and the academic awards he has received. This commitment to equity will guide his efforts to promote diversity within the SoLAR community, ensuring that underrepresented voices are amplified. With extensive experience in organizing major academic events, Dr. Chen has developed the skills necessary to effectively plan and execute relevant SoLAR’s events. Additionally, his editorial roles and strong publishing track record position him to mentor early career researchers, fostering their professional development and encouraging innovative contributions to the field of learning analytics. Dr. Chen is passionate about leveraging his expertise to shape the future of learning analytics, ensuring it remains inclusive and impactful in supporting diverse learner populations.

Biography: Dr. Guanliang Chen is a Senior Lecturer at the Centre for Learning Analytics (CoLAM) at Monash University. His research focuses on enhancing assessment and feedback through the responsible application of AI technologies, with the goal of supporting all students in realizing their full academic and social potential. With over 80 peer-reviewed publications, Guanliang has garnered over 3,800 citations on Google Scholar. His work is particularly concerned with measuring and mitigating predictive bias in machine learning techniques within educational contexts. Notably, his innovative research on debiasing large language models from a data-driven perspective earned him the Outstanding Paper Award at the 29th International Conference on Computational Linguistics in 2022. He has also received the Dean’s Award for Equity, Diversity, and Inclusion (Research) from Monash University’s Faculty of Information Technology in both 2021 and 2023. Guanliang serves as an editorial board member for three leading journals in technology-enhanced education, including Journal of Learning Analytics and Computers & Education: Artificial Intelligence. He is also an active organizer of international academic events, having served as Online Experiences Chair for AIED in 2022, 2023, and 2024, and Communication Chair for EC-TEL in 2023.

Working Group Interests: Inclusion Working Group, Events Working Group, ECR Research Grant Working Group

Cristiane Diniz, Australia

Knox Grammar School

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: My interest in learning analytics stems from my deep involvement in utilizing data to create meaningful educational insights. Over the years, I have focused on how data can personalize learning experiences, track progress, and optimize teaching methodologies. I am particularly interested in K-12 educational analytics, exploring how data can improve personalized learning, student well-being, and educational equity at the school level. Serving on the SoLAR Executive Committee would allow me to bring my expertise to a broader community, helping shape the future of learning analytics and contributing to initiatives that ensure its responsible and impactful use in K-12 education globally.

Biography: I am the School Data and Integrations Lead at Knox Grammar School, with over 24 years of experience in IT, specializing in educational data modeling and integration. As a Microsoft data specialist, I have extensive expertise in data engineering and analytics, developing data-driven strategies to enhance educational outcomes. My experience includes designing and implementing robust data systems that support school operations, and I am passionate about the role data plays in driving student success. I have consistently worked to advance educational technology, empowering educators with insights that inform teaching practices and improve student learning experiences.

Working Group Interests: Industry & Partnerships Working Group

Dennis Foung, Canada

The University of British Columbia

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: Drawing from his experience engaging in discussions on learning analytics within STEM and humanities disciplines, Dennis understands the diverse perspectives scholars bring to this field. While it is vital to explore innovative methods and equity issues in learning analytics, there is also a need to bridge the gap between learning analytics and humanities scholars, who may at times be less receptive to this field. Their concerns often extend beyond the appropriateness and equity of data use to include the broader humanity implications of data-driven decisions. As advocates of learning analytics, SoLAR can play a key role in mobilizing knowledge and promoting its adoption across disciplines. Dennis aims to serve on the SoLAR Executive Committee to represent the voices of humanities scholars. He is particularly interested in contributing to the Inclusion, Communications, and Education Working Groups.

Biography: Dr. Dennis Foung is a research writing teacher at The University of British Columbia (UBC), Canada. He is a scholar working at the intersection of STEM and humanities disciplines and actively engages in discussions on learning analytics in Asia and Canada. In his writing class, he examines how big data shapes the rhetoric of writing, using examples from learning and other open data sources. He addresses issues of equity and the colonial implications of using data in his class. Before being a writing faculty, Dennis was a member of the Learning Analytics Team at UBC where he supported faculty in implementing tools such as OnTask, and Threadz. Prior to relocating to Canada, Dennis served as a university English teaching fellow in Hong Kong, where he actively advocated for using learning data to enhance teaching and learning practices. He also facilitated a Community of Practice and organized a Symposium on Learning Analytics, promoting the use of data-driven approaches in teaching and learning. As a researcher, Dennis conducted research to model students behaviors with learning management system data before the pandemic. He shifted his research focus to how students perceive and use learning analytics tools in the post-COVID and ChatGPT era.

Working Group Interests: Inclusion Working Group, Communications Working Group, and Education Working Group

Jelte de Jongh, Netherlands

Leeruniek

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: I would love to bring learning and organisational analytics together to impact educational practice at scale. Leveraging the on the ground experience with learning analytics at 6 organisation levels (pupil, teacher, principal, school board, supervisory board, Minister of education), I sense that multi-level analytics are becoming feasible. Idea: nurture every level with the insights to set priorities and take evidence informed policy measures. Agentic AI, fostered by Active Inference findings provide a theoretical and technological basis. I would like to serve the community by bringing the worlds of educational practice, organisational learning and policy together.

Biography: Inspired by attending LAK in Leuven (Belgium 2013?) and LASI at Harvard Graduate School of Education (2014), I worked with Harvard and MIT researchers to launch Leeruniek (learn unique), a learning analytics platform in the Netherlands, now embraced by 20% of all Dutch primary schools. In Our PNAS-study on lockdown effects (>2300 citations) is a landmark paper. Next: expanding our multi-scale model of education systems, using AI Active Inference theory. Originally I majored in Human Rights Law (Utrecht) and Social Entrepreneurship (MBA from London Business School and MIT Sloan). Academic liaison for a platform of educational philanthropists Privately: musician with interest in classical, gypsy and jazz

Working Group Interests: Nexus, Industry & Partners, Education, ECR Research

Shaun Kellogg,  USA

North Carolina State University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee:
My interest in serving on the SoLAR Executive Committee is twofold:
1) to better connect the field of Learning Analytics (LA) with K-16 education policies, practices, and programs; and
2) to improve the professional development opportunities for students and researchers.

I believe that SoLAR is well positioned to connect educational research, policy and practice and as a committee member would like to explore ways SoLAR can better empower K-16 educators, administrators and policy-makers in leveraging learning analytics processes and techniques by engaging with researchers in collaborative, data-intensive research to improve student and teacher outcomes, while improving their own capacity to co-design, lead, and execute learning analytics processes. I am also interested in helping SoLAR to expand and improve its professional development opportunities and learning resources for graduate students and researchers and positioning SoLAR as a hub that connects students and researchers to high-quality professional development offered by other institutions. The availability of high-quality learning opportunities in LA methods and processes has not kept pace with demand and I believe SoLAR can help to close this gap.

Biography: Dr. Shaun Kellogg is a Senior Director at the Friday Institute for Educational and previously served as the Friday Institute Interim Executive Director and Director of Program Evaluation and Education Research. Dr. Kellogg the led the development of the College of Education’s Online Graduate Certificate in Learning Analytics and currently leads the Learning Analytics & Data Science (LEADS) team, which leverages methods drawn from learning analytics and data science to facilitate evidence-based decision making and drive effective and innovative educational change. His work aims to shape a future where educators not only have the capacity to use data for significantly improving teaching and learning outcomes, but where education researchers and practitioners work closely together to drive continuous improvement and produce equitable impacts for all learners. Dr. Kellogg currently serves as PI on the Learning Analytics in STEM Education Research (LASER) Institute and the Selection and Evaluation of Advanced Teachers Measurement Study. Prior to his work at NC State University, he spent 10 years in K-12 education as both a volunteer in the Peace Corps and as an elementary teacher in the public school systems of Michigan and North Carolina.

Working Group Interests: Education Working Group

Jionghao Lin, USA

Carnegie Mellon University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: My research leverages advanced technologies to develop human-centered learning and teaching systems, focusing on automated feedback systems, conversational intelligent systems, and the learning analytics of student behaviors, particularly communicative patterns in one-on-one tutoring dialogues. My early work highlighted the importance of iconic gestures in aiding students with difficult math problems during collaborative learning, earning the Best Paper Award at the 21st ACM International Conference on Multimodal Interaction. During my PhD at Monash University, I employed natural language processing to explore politeness and instructional strategies in online tutoring dialogues and developed methods to automate the analysis of communicative patterns and evaluate written feedback quality. Currently, at Carnegie Mellon University, I am using large language models to create an automated feedback system for training human tutors, enhancing tutor training efficacy. This reflects my deep interest in learning analytics and commitment to advancing educational practices through innovative AI applications.

I am eager to contribute to the Society for Learning Analytics Research by serving on the Executive Committee, specifically within the Events Working Group. My passion for learning analytics aligns with SoLAR’s mission to advance the field globally and foster collaboration among diverse stakeholders. With my background in developing human-centered learning systems and experience in academic events, I believe I can support SoLAR’s goal of encouraging and supporting learning analytics-related events hosted by diverse communities. I am particularly interested in promoting events that facilitate the exchange of innovative ideas and practical implementations of learning analytics, such as conferences, workshops, and seminars. My experience presenting papers at international conferences has equipped me with insights into what makes academic events successful and impactful. I am committed to working collaboratively with other members to develop and implement initiatives that expand the field of learning analytics and engage a broader audience. Serving on the SoLAR Executive Committee would provide an opportunity to contribute to the society’s vision of being the leading organization promoting research and implementation of learning analytics, and to support events that foster communication, collaboration, and adoption of learning analytics practices.

Biography: Jionghao Lin is a postdoctoral researcher in the human-computer interaction institute at Carnegie Mellon University, Pittsburgh, PA, USA. He received the Ph.D. degree in computer science from Centre for Learning Analytics at Monash University, Clayton, VIC, Australia, in 2023. His research interests include learning science, natural language processing, data mining, and applications of generative artificial intelligence in education. His work has been recognized with prestigious awards, including the Best Student Paper Award at EDM’24, Best Full Paper Award at HCII’24, Best Demo Award at AIED’23 and the Best Full Paper Award at ICMI’19.

Working Group Interests: Events Working Group

Catherine Manly, USA

Fairleigh Dickinson University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: My research focuses on how flexibility in design and delivery of educational experiences can better meet under-acknowledged needs of students traditionally underserved by higher education. This includes learning analytics applications using adaptive learning systems. I have investigated using prescriptive learning analytics to inform recommendations to students, faculty, and course designers. My work guides institutional implementation of prescriptive analytics approaches, comparing hypothetical simulated future outcomes to inform optimized student support. Participation in SoLAR activities has supported my career development, including the Doctoral Consortium, LASI, and LAK, as well as receiving SoLAR’s Early Career Research Grant. I now teach about LA and other forms of data analytics, and I chair doctoral students’ analytics-focused dissertations. As a SoLAR Inclusion Working Group member, I have contributed to organizing that group’s initiatives and events across several LAK conferences. For LAK25, I am co-organizing a connected workshop, poster, and keynote intended to map collectively the grand challenges that might guide possible futures of the LA field. Through SoLAR’s Executive Committee, I seek to contribute to the LA community’s infrastructure and serve others who are innovating to improve LA research and practice. I also aim to support aspiring LA researchers in developing international connections and collaborations.

Biography: Catherine Manly is an Assistant Professor of Higher Education–Data Analytics at Fairleigh Dickinson University. She teaches courses in analytics and methodology for the EdD program in Higher Education, one of the only such doctoral programs in the US to explicitly focus on data analytics, social justice and sustainability. Her research aims to improve affordable access and success for students underserved by traditional higher education, particularly through online and educational technologies. She is Co-PI on a 5-year multi-million-dollar US National Science Foundation grant related to how institutional policies, structures and practices can best support STEM majors with (dis)abilities. She earned her PhD in Higher Education from the University of Massachusetts Amherst, where she is an affiliate of the Center for Student Success Research. She conducted her postdoctoral research on online learning with the City University of New York’s Equity Through Education Research Group. Earlier in her career, she directed Educational Technology and Distance Learning at Manchester Community College and worked in educational technology at Amherst College. She has authored over two dozen publications (i10-index of 12), has received multiple awards for her research, and serves on the editorial boards of the Journal of Learning Analytics and Research in Higher Education.

Working Group Interests: Inclusion Working Group (current member), Membership Working Group, ECR Research Grant Working Group

Bahar Memarian, USA

Arizona State University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: Bahar Memarian’s research interest lies in the use of technology such as artificial intelligence for training and education.

Biography: Bahar Memarian is a researcher and educator with with more than 10 years of experience at the intersection of applied and social sciences. Her research and teaching interests are in the areas of Engineering Education (Engineering Design, Use of Technology, Problem-solving, Learning-outcomes Assessment, Experiential Learning, and Creativity) and Human Factors Engineering (Artificial Intelligence in Education. Human-centered Systems, and Cognitive-Systems Engineering).

Working Group Interests: 1. ECR Research Grant Working Group and 2. Education Working Group

Mladen Raković, Australia

Monash University

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: Mladen is interested in how cutting-edge analytics and theories of learning can be used to promote student engagement, motivation, and the development of lifelong learning skills. His work focuses on exploring how learners can adapt their strategies to diverse tasks and engage more deeply with disciplinary content. With internationally recognized contributions to self-regulated learning, particularly in analytical and reflective writing, Mladen’s research bridges theoretical insights and practical applications to advance the field of learning analytics. If elected to the SoLAR Executive Committee, Mladen will continue to advocate for the transformative potential of learning analytics in fostering adaptive learning skills that benefit learners in formal and informal educational settings. In this role, he also will aim to promote tools and frameworks that help educators interpret analytics insights and better support their students’ adaptive learning needs. Mladen is committed to advancing SoLAR’s mission by driving inclusive initiatives that support emerging scholars and practitioners, particularly from underrepresented regions. Through interdisciplinary collaboration, he will continue to bridge the gap between research and application, ensuring learning analytics supports diverse learners and educators globally and strengthens SoLAR’s role as a leader in the field.

Biography: Mladen is a Lecturer at the Centre for Learning Analytics (CoLAM) within the Faculty of Information Technology at Monash University. He earned his PhD in Educational Technology and Learning Design from Simon Fraser University, Canada, in 2019. Following his PhD, Mladen worked as a Postdoctoral Research Associate at the University of North Carolina at Chapel Hill before joining Monash University in 2020. Mladen has contributed significantly to his field, (co)-authoring 23 refereed journal articles, 20 refereed conference proceedings, 3 book chapters, and 1 editorial in top-tier venues in Educational Technology and Learning Sciences. His research excellence has been recognised with awards, including the Best Programme Committee Member Award and Best Paper Runner-Up at LAK’22. Actively engaged in global collaborations, Mladen has partnered with over 40 institutions worldwide. He serves on program committees for leading conferences including LAK and AIED, and mentors emerging researchers through different initiatives. He reviews for prestigious journals and funding agencies. Mladen has guest-edited two special issues in the prestigious journals, and currently serves a Senior Editorial Board Member for the Journal of Learning Analytics. Mladen has secured over AUD$1.1M in competitive research funding from national and international agencies, including the Australian Research Council and Jacob Foundation.

Working Group Interests: Special Interest Group on Writing Analytics (SIGWA), Methodology in Learning Analytics (MLA) SIG, Education Working Group

Carleigh Young, USA

University of Wisconsin Madison

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: My interest in Learning Analytics stems from a deep commitment to improving educational experiences through data-informed decision-making. My research focuses on how learning analytics can support institutions in understanding and enhancing student outcomes, as well as how these insights can be translated into practical strategies for learners, educators, and administrators. With a strong background in project management and educational technology, I am particularly interested in exploring the intersection of analytics, artificial intelligence, and their implications for systems design, application, and student outcomes. Serving on the SoLAR Executive Committee presents an opportunity to contribute to the advancement of a field I am passionate about while collaborating with a diverse network of experts. I am eager to help expand SoLAR’s mission by promoting research, fostering collaborative opportunities, and raising awareness of the potential of learning analytics. My experiences in managing large-scale technology projects, developing curriculum, and engaging with stakeholders across higher education equip me with a unique perspective to support the growth of SoLAR’s community and initiatives. I am enthusiastic about the chance to contribute my skills and insights to drive the strategic vision of SoLAR, supporting its role as a leader in shaping the future of learning analytics.

Biography: Carleigh Young is a strategic leader specializing in digital transformation and project management within higher education, bringing over six years of experience to the field. With a strong track record in successfully delivering multi-million-dollar technology and data projects, she has a demonstrated ability to enhance efficiencies and achieve organizational goals. Currently a Learning Analytics Engineer at the Uniformed Services University, she implements solutions that integrate federal and education-specific systems, providing actionable insights that drive strategic decisions.. A dedicated academic, Carleigh holds an MBA in Project Management, a Bachelor’s in Data Analytics, and is nearing the completion of her M.S. in Educational Psychology: Learning Analytics at the University of Wisconsin-Madison, with plans to pursue a Ph.D. in Quantitative Methods focused on educational data. She actively contributes to education by teaching as an adjunct professor, providing private tutoring, and serving as a Certified Carpentries Instructor. Carleigh also develops curricula for undergraduate and graduate programs, offers technology and data workshops, and presents at conferences. Passionate about leveraging technology and analytics to support educational success, Carleigh continuously seeks opportunities to advance initiatives that enhance learning and improve institutional resources.

Working Group Interests: Graduate Student Special Interest Group, Methodology in Learning Analytics (MLA) SIG, Website Working Group, Education Working Group, Industry & Partnerships Working Group

Andrew Zamecnik, Australia

University of South Australia

Interest in Learning Analytics (Research Area, etc.) & Interest in serving on the SoLAR Executive Committee: My interest in learning analytics extends beyond team learning, encompassing diverse application areas. Currently, I am engaged in research and developing tools that assist course designers in curriculum mapping and assessment. By integrating learning analytics with human collaboration models and AI, my work aims to enhance the design and evaluation of educational experiences. These models will support the quality assurance of educational programs to ensure that learners are gaining the skills required for the future of work. Such initiatives that promote the field of learning analytics and the quality of education for learners are one of the main missions of SoLAR. To support the mission, I collaborate with experts in learning analytics to build and disseminate high-quality research in top-quality journals, conferences and other media outlets. I have been involved as the LAK proceedings chair and an Executive Committee Member for the British Journal of Educational Technology and Journal of Learning Analytics, serving two terms (2024-2025) to support research in education and learning analytics. My contribution also extends to the academic community by peer-reviewing papers and supervising PhD students in learning analytics. My expertise and dedication to advancing the field enable me to support and drive SoLAR’s mission and initiatives.

Biography: Dr Andrew Zamecnik is an early career researcher at the University of South Australia with the Centre for Change and Complexity in Learning (C3L). With a PhD in Learning Analytics, his research examines learners’ teaming behaviours, such as team cohesion and trust, in collaborative learning contexts. He aims to promote real-time analytics in the classroom with AI agents to augment instructors with dynamic feedback, fostering team behaviours and learners’ problem-solving capabilities. Andrew has developed advanced tools for collaborative team learning, leveraging innovative research and methodologies. These tools feature data-driven dashboards designed with human-centred design principles to ensure usability and effectiveness. The innovations empower teams to achieve improved learning outcomes, promoting engagement, collaboration, and actionable insights for continuous improvement. His experiences and efforts have led him to work with prominent research centres, international academics, and industry partners. He partnered with a charitable foundation to design and implement a data standard framework to support lifelong learners, resulting in high-quality research and practical outcomes. Andrew is actively advancing AI-driven education. His work explores curriculum analytics, learner profiles, team-based learning, and assessment strategies in various educational settings. As an early-career researcher, he is passionate about creating better learning experiences for students of all levels.

Working Group Interests: Industry & Partnerships Working Group, ECR Research Grant Working Group, Website Working Group, Nexus Working Group, Communications Working Group