Scholarship Summary
My research is guided by a central question: how can educators integrate emerging technologies in ways that preserve authentic learning, critical thinking, and human connection? Across my career, I have developed a coherent program of scholarship that bridges adult learning, instructional design, project-based pedagogy, and, more recently, generative artificial intelligence in teacher preparation. My research philosophy is grounded in a human-centered approach to educational innovation. I view technology as a tool that should serve pedagogical goals rather than drive them. This perspective is informed by my background in adult and continuing education and professional experience in organizational development, where effective learning depends on aligning tools, context, and learner needs.
My early scholarship focused on the use of instructional technology to enhance student engagement and interaction. Through publications on digital tools and online learning environments, I explored how technology can support participation, reflection, and accessibility in higher education. This work established a foundation for my continued interest in the relationship between pedagogy and technology. My research then evolved to focus on project-based learning (PBL) as a framework for authentic, student-centered learning in teacher preparation. My collaborative work examined how sustained inquiry and real-world problem-solving support teacher candidates in connecting theory to practice and developing reflective teaching practices.
More recently, my scholarship has expanded to address the role of generative artificial intelligence in education. My current research agenda centers on the intersection of PBL and AI, positioning project-based learning as a structure for intentional, ethical, and human-centered AI integration. I am developing the Balanced AI–PBL Integration Model, which frames AI use within authentic inquiry, critical evaluation, and reflective practice. My recent and forthcoming work on AI-ready and AI-resistant pedagogies reflects this evolving focus.
A key feature of my research is its integration with teaching and institutional practice. Through my roles in technology integration and AI leadership, I connect scholarship with faculty development and curriculum innovation. This work reflects my commitment to research that is both theoretically grounded and practically meaningful. Moving forward, my research will continue to explore how teacher preparation programs can develop educators who are technologically competent, critically reflective, and ethically grounded. I aim to contribute frameworks and applied research that support meaningful, human-centered learning in an increasingly complex technological landscape.
Scholarship Evidence