Education

• Master of Science (MS) in Artificial Intelligence (AI) Systems, May’26* | Touro University (TUNY)-New York, NY

• Master of Science (MS) in Instructional Technology (ITP), Dec’24* | Touro University (TUNY)-New York, NY

• Bachelor of Arts (BA) in Forensic Psychology, Dec’20 | John Jay College of Criminal Justice (JJay, CUNY)-New York, NY

• Associate in Arts (AA) in Psychology, Aug’17 | LaGuardia Community College (LaGCC, CUNY) - Long Island City, NY

• Master of Arts (MA) in Communications (CommArts), Dec’10 | New York Institute of Technology (NYIT)-New York, NY

• Bachelor of Arts (BA) in eDesign & Multimedia (eDM), Dec’08 | The City College of New York (CCNY, CUNY)-New York, NY

• Associate in Applied Science (AAS) in Multimedia and Video (MMV), May’06 | Borough of Manhattan Community College (BMCC, CUNY)-New York, NY

Reflection: My journey through majors like Instructional Technology, Forensic Psychology, Communications, and eDesign and multimedia has been interconnected. Classes like 'Designing Online Instruction' and 'Adult Learning Strategies & Theories' have given me insights into how people learn and how to create engaging content. 'Networking in Education Environment' and 'Multimedia and Video' have shown me the power of technology in education. All these areas connect, helping me see education as a holistic, multifaceted field where psychology, technology, and design converge to create impactful learning experiences.

At first glance, my academic path may seem to span very different fields: multimedia, communication, psychology, instructional technology, and now artificial intelligence. But for me, these areas are deeply connected. Each step came from the same curiosity about how humans learn, think, and make sense of the world.

Interestingly, my interest in psychology actually grew out of my earlier fascination with computers and technology. When I first started learning about programming and digital systems, I realized something striking: computers in many ways mirror how humans learn. We design them to process information, adapt, and “learn” from data. In doing so, we unknowingly project aspects of ourselves into the systems we create.

This realization led me toward psychology. If machines can be designed to learn from patterns, then understanding how humans learn becomes even more important. Concepts such as scaffolding and Vygotsky’s Zone of Proximal Development helped me see how learning happens step by step, through guidance, interaction, and gradual independence. In a way, the logic behind intelligent systems echoes these human learning processes.

This is where the idea that art imitates nature resonates with me. Technology, like art, reflects the human mind that created it. What we build in computers often mirrors how we ourselves think, learn, and adapt. Social sciences and technology may appear to belong to different worlds—one humanistic, the other technical—but at their core, they are studying the same phenomenon: intelligence, learning, and human potential.

For me, bringing these perspectives together is natural. Psychology helps us understand the learner, design shapes the learning experience, and technology can extend access and possibilities. When these elements work together in balance, education becomes not just the transfer of information but a meaningful and transformative process.