Classes and Teaching

Teaching at the University of Washington

INFX 598 Computer-Supported Collaborative Learning
Spring 2015 – Evaluation: 4.6 / 5
Fall 2016 – Evaluation: 4.9 / 5

Computer-supported collaborative learning (CSCL) focuses on how information and communications technologies (ICT) support 1) learning through peer interaction in group work; 2) sharing and distributing knowledge within a community; and 3) enhancing coordinated efforts to solve a problem. Social media, massively open online courses (MOOCs), learning analytics and big data, and online gaming are all examples of new ICT that have the potential to transform how we think about social learning. Today, as modern ICT offer increasing possibilities for sharing, collaboration, and distribution of information and knowledge, the design and study of CSCL systems is a burgeoning area for research. In this course, students will explore the role of collaboration within technology-enhanced learning environments.

Summer Directed Research Group
Summer 2016

There is rich work around how to interact with adults and children together in the co-design space, the role of design techniques in co-design, and the different stages and phases of co-design. Students have the opportunity to help us understand this space. Activities of this research group will included interacting as an adult design partner with children in co-design, working with researchers on multiple projects involving children and design, and running overall logistics to support the intergenerational design team.

INFO 360 Design Thinking
Winter 2015A – Evaluation: 4.5 / 5
Winter 2016A and B – Evaluation: 4.6 / 5 and 4.4 / 5
Winter 2017A and B

This course about design thinking. Students learn how envision, explain, and evaluate solutions to a wide range of human problems involving information and interaction. These skills include user research methods, visual and interaction design skills, methods for evaluating designs, and skills for communicating your designs. The course is a balance between lectures, classroom activities, critiques, and a quarter-long team project.

Teaching at the University of Maryland

EDCI 470 Learning and Teaching in Science
Fall 2012

This course is the second in a sequence for prospective science educators in the undergraduate teacher certification program. It coincides with the year-long internship that undergraduates will spend observing and assisting in middle and high school classrooms. The purpose of this course was to help undergraduates begin to develop practices of instruction. During this course, we focused attention on student learning and make the transition to think about the relationships and interactions between student learning and instructional strategies.

Teaching Assistant

LSBC 708N Human-Computer Interaction Design Methods (Fall 2011)
University of Maryland – College Park
College of Information Studies

This course covered methods of user-centered design, including understanding user needs, ideation, contextual design, participatory design, iterative prototyping, and visual design. Readings included journal and conference papers, book chapters, government documents, commercial websites, and more. All students were expected to complete small group in-class exercises, class discussions, “design workout” homework, a poster presentation, and final group project presentation/prototype.

Urban Studies 208: Penn-West Philadelphia Summ Int (Summer 2000 – Fall 2001)
University of Pennsylvania
School of Arts and Sciences
One of the seminar’s aims is to help students develop their capacities to solve strategic, real-world problems by working collaboratively in the classroom and in the West Philadelphia community. Students work as members of research teams to help solve universal problems (e.g., poverty, poor schooling, inadequate health care, etc.) as they are manifested in Penn’s local geographic community of West Philadelphia. The seminar focused on improving education, specifically college and career readiness and pathways.

 Pre-teacher Supervisor

University of Maryland – College Park
Master’s Certification Program for Teachers (MCERT) and the Transition from Laboratory to Classroom (TLC) program (2008 – 2010)

High School Teaching

James Hubert Blake High School
Silver Spring, Maryland
Chemistry (Standard and AP) Teacher (2006 – 2008)

The Shipley School
Bryn Mawr, Pennsylvania
Chemistry (Standard and AP), Biology, and Mathematics Teacher (2002 – 2006)

University City High School
Philadelphia, Pennsylvania
Student Teacher (2001 – 2002)

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