Courses

EDCI 400: New Literacies in Contemporary Classrooms, Spring 2025

I served as Instructor of Record for this undergraduate course with 50 preservice K-6 teachers. In addition to leading the full curriculum, I expanded the course by creating and teaching new modules on Virtual Reality and Artificial Intelligence. These sessions provided students with hands-on experiences using VR literacy applications, such as Reading World VR, and guided them in reflecting on how immersive tools could support literacy, multilingual learners, and inclusive classroom practices.

Students learned how to work with and create content across different platforms using a range of tools. In the VR module, after introducing the various types of immersive technologies, I guided them through designing their own VR experiences and then exploring those creations using headsets. Although I introduced each platform in class, I also provided video tutorials within the assignments so students could practice, learn, and create at their own pace.

This course enrolled approximately 50 preservice teachers. While only 9 students completed TEVALs (a common response rate in large courses), the feedback consistently rated my overall effectiveness at 4.0/5, with most responses in the High to Very High range. The evaluations highlight the strong engagement and positive reception of the new VR/AI modules I integrated.

Student feedback highlights the impact of my teaching approach:

“Thank you for teaching! It was cool learning about so many different resources.”
“Good job engaging and being intentional with everyone.”

Students consistently highlighted my commitment to equitable teaching and meaningful engagement. They noted the timeliness and quality of my feedback on assignments, my focus on fair and transparent grading, and my clear interest in supporting their success. These comments reflect my broader teaching philosophy, which is to create inclusive, student-centered learning environments where all learners feel valued and supported in reaching their goals.

EDCI 400 ( FALL 2025)

In this updated version of the course, I structured technology integration to move from familiar tools toward more advanced technologies. Students begin with Padlet, a collaborative platform they have used previously, before progressing into more complex tools such as VR modules. Based on feedback from the Spring 2025 cohort, I intentionally shifted the VR activities to later weeks in the semester, allowing students to build confidence before engaging with immersive technologies. The course remains a living design, continually refined as I assess student needs, evaluate pacing, and incorporate new tools to strengthen engagement and accessibility.

Before transitioning from the VR modules to AI, I dedicate one week to guest lecturers. The first invited speaker is a faculty member in Educational Psychology who addresses the psychological dimensions of technology use and the importance of mental well-being in a technology-rich world. I introduce this topic in class but intentionally bring in an expert to provide deeper insight.

The second guest lecturer is a K–12 elementary teacher who connects with my students through telepresence robots. This setup allows preservice teachers to observe and interact with a live classroom while also engaging directly with the children. The elementary students, many from rural or remote areas, gain exposure to campus life and connections with future educators.

This decision to include guest lecturers at this point in the semester is intentional. After the hands-on design and immersion of the VR modules, students benefit from a short reset before beginning the AI module, which can feel more conceptually demanding. Framing this transition as both a reflective pause and an interdisciplinary enrichment opportunity helps sustain energy, deepen learning, and balance the cognitive load across the course.

EDCI 318 EDUCATIONAL TECHNOLOGY FOR TEACHING AND LEARNING (ONLINE)

In this large online course, I was invited to design and teach a two-week module focused on virtual reality in education. Students explored and critiqued VR apps such as Cellverse, VRocks, Nano, and Reading World VR, and evaluated each for instructional value, accessibility, user experience, and classroom potential.

I also introduced students to CoSpaces Edu, where they designed simple immersive environments and tested their creations with VR headsets. This gave them the chance to move beyond trying out tools to building and evaluating them as future teachers.

Because the course enrolled 167 students, I carefully structured the module with step-by-step assignments and short video tutorials to ensure accessibility and flexibility. Students finished the module with a stronger sense of how to assess emerging technologies and begin weaving them into their own teaching practice.

EGSO GRADUATE RESEARCH WORKSHOPS (2023–2025)

In my role as President of the Education Graduate Student Organization, I designed research-based programming that functioned much like faculty advising at scale. By surveying over 1,000 graduate students, I identified their methodological needs and professional goals, then collaborated with 15+ faculty members to deliver targeted workshops on qualitative, quantitative, and mixed-method inquiry. I also created a microcredential in conference mastery, awarded to more than 20 students, and integrated technology supports through Canvas modules and recorded sessions to expand access.

This work positioned me to mentor graduate students not only in research design but also in effectively leveraging technology for scholarly projects. In many ways, I was performing the advising role of guiding students toward appropriate research tools, aligning them with expert resources, and scaffolding their professional growth. Together with my research in VR and AI, this experience demonstrates my readiness to advise and support graduate students in Instructional Design and Technology.

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