Personal Life and Viewpoints

1) Yes, I have practiced as a family physician (inpatient & outpatient), and I miss taking care of patients, particularly children. :(

2) My current views on how to incorporate AI into learning follow a great essay by N. Katherine Hayles. 

I advocate for practices that help students produce knowledge collaboratively, without undue concern for the final product, emphasizing that the process itself is what matters most. Academic anxiety about "cheating" is nothing new; it reflects a longstanding emphasis on product over process, in which assessment fixates on what a student turns in rather than how their thinking developed. This framing is not neutral. Conventional definitions of cheating often reinforce existing privilege, favoring students who already possess educational, technological, and institutional advantages — those who have been taught the tacit conventions of academic writing, who have access to tutors and editors, and who recognize which forms of assistance are sanctioned and which are not. AI unsettles this arrangement by making certain kinds of support newly visible and newly available, which is part of why it provokes such anxiety. Put differently: when a student "cheats," responsibility lies primarily with the institution and the instructor who designed the conditions under which learning occurs — the assignment that rewarded a polished artifact over demonstrable thinking, the rubric that could not distinguish between the two, the pedagogy that treated writing as performance rather than inquiry. I hope to bring learning, rather than evaluation, to my classroom.