Service & Leadership Experience

Statement of what service means to me

As an educator and researcher, I view service as an essential part of academic life — a way to connect research, teaching, and community engagement to create meaningful social impact. My philosophy of service is rooted in the belief that advancing technology-integrated education is not only an academic pursuit but also a moral responsibility to ensure that all learners have access to equitable and future-ready learning opportunities. Through leadership, collaboration, and service, I aim to contribute to a more connected and inclusive educational ecosystem that empowers both teachers and learners to thrive in an AI-driven world.

Description of activities I have engaged in and how these link

I currently serve as an Advisor for the 2025 CSTA K–12 Standards Revision, helping shape national frameworks for computer science and AI education. This role reflects my long-term commitment to improving the quality and accessibility of K–12 technology education across the United States. I am also engaged in community-based research supported by an internal funding proposal to the ARCS program (currently under review) at the University of Alabama, which bridges research and community service by creating scalable, evidence-based solutions for learners in diverse contexts. Earlier in my career, in South Korea, I led national teacher-training initiatives and free computing and AI education programs for underserved rural students, which were recognized by the Korean Ministry of Education. These experiences continue to shape my approach to service as a researcher-educator who values both global and local engagement. I also serve the academic community as a peer reviewer for major journals and conferences, including Educational Technology Research and Development (ETR&D), AECT, AERA, and CSTA, contributing to maintaining the rigor and quality of research in the field.