College of Computing & Artificial Intelligence
University of Wisconsin–Madison Computer Sciences professor Ilias Diakonikolas has received the 2026 Gödel Prize, one of the highest honors in theoretical computer science, for transformational work in robust high-dimensional learning – the study of how algorithms can learn reliably from large, complex datasets even when some of the data has been corrupted.
Computer Sciences Assistant Professor Charles Yuan's paper Cobble: Compiling Block Encodings for Quantum Computational Linear Algebra has won a Distinguished Paper Award at the 47th ACM SIGPLAN Conference on Programming Language Design and Implementation (PLDI 2026).
“We do very practical things that can have a real impact,” Banerjee says. “We are always looking for interesting collaborations with people who feel that they have an interesting problem.”
Steve Wright, Professor of Computer Sciences and former chair of Computer Sciences, has received two recent honors: He will give a plenary lecture at the International Congress of Mathematicians (ICM) in Philadelphia in July 2026, and he has been named a Vilas Research Professor by UW–Madison.
“Low vision is a complex and widespread condition that affects millions of people, yet it remains underrepresented in technology research,” Dr. Zhao said. “To create truly effective tools, we need a deeper understanding of users’ lived experiences and the flexibility to design technologies that adapt to their environments and preferences.”
After more than two decades in the classroom, Teaching Professor Debra Deppeler is retiring from the Department of Computer Sciences, leaving behind a legacy measured not just in years but in students. Deb earned an MS at UW-Madison in Computer Sciences in 2000 and joined the department in 2001. In her 25 years with the department, Deb has taught a staggering 15,000 undergraduates.
$100 million in philanthropic support and a significant campus investment, including 50 new faculty positions, will support research, education and innovation
When students join a WISCURDS project, they often arrive with ideas about what they hope to gain from the experience: a stronger resume, a letter of recommendation, maybe a publication. Less often do they fully anticipate how the work will reshape the way they think about their field, their collaboration, and themselves.