In the Residency Summary, you will find the research, teaching, academic service, and professional development experiences that have been part of my doctoral study at Syracuse University. These sections include research projects, teaching and program-development roles, service to scholarly communities, professional training, memberships, awards, and funding. Together, they provide a record of how I have participated in academic life and continued developing as a researcher and educator.
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01
These are the research projects I have been most deeply involved in since coming to Syracuse University. Looking at them on the same page, I noticed something I had not intentionally planned. Each project uses a different research design. They also explore different areas of AI in education, including students’ learning experiences, AI literacy, teachers’ use of AI, and public discourse. Seeing these projects side by side has helped me better understand how AI is changing education and how educators and researchers are responding to these changes.
Working across these projects has also shaped how I think about research. Different questions have required different kinds of data and different methods. I have learned a great deal from working and discussing research with people from different disciplinary backgrounds. These conversations have sometimes changed how I framed a problem, approached an analysis, or interpreted a finding. Through these experiences, I have become more comfortable working with different research approaches. I have also become more thoughtful about matching research methods to the questions I want to understand.
Mar. 2025–Present
Exploring students’ experiences in AI-supported online case-based learning, with a focus on their psychological needs, use of AI, and learning outcomes.
View Project →Aug. 2025–Present
Designing and evaluating an online AI Literacy for Teaching microcredential for graduate students, faculty, and staff in higher education.
View Project →Aug. 2025–Present
Synthesizing research on how generative AI is used in lesson planning across in-service and pre-service teacher contexts.
View Project →Aug. 2026–Present
Investigating public discourse on AI in education through computational text analysis and human-coded data to identify and interpret patterns in online discussions.
View Project →02
One thing that became much clearer to me through these experiences is how strongly teaching depends on context. I have worked with in-person and online learning, undergraduate and graduate students, and more recently, courses and microcredentials. What works in one setting does not necessarily transfer to another. An activity that feels natural in a classroom may need to be redesigned online. Graduate students may engage with the same materials differently from undergraduate students. A microcredential also calls for different decisions about content, activities, and support than a semester-long course. I used to think more about whether an activity or material was well designed. Now I am more likely to ask whether it is well designed for these learners, in this setting, and for this purpose.
Another change for me has been experiencing a more discussion-based classroom than I was familiar with before coming to Syracuse. Students freely share their own experiences, questions, and perspectives in class and in online discussions. Because students contribute so much to the discussion, the conversation does not always develop in the way an instructor might expect. I found this different from the more teacher-directed classrooms I was familiar with. The instructor still guides the course, but students’ questions, experiences, and responses also influence what is discussed and how the class develops.
IDE 401: Integrating Technology into Instruction III
Supported three course sections across in-person and asynchronous formats, contributing to course preparation, instructional adaptation, student support, and facilitation.
View Experience →IDE 772: Educational Technologies for International Settings
Reviewed and refined course modules and instructional materials, explored AI-supported media development, and facilitated weekly online discussions with students.
View Experience →SU Global, Syracuse University
Conducting a comparative review of university microcredential programs and SU’s current offerings to identify models, gaps, and opportunities, while contributing to recommendations for future microcredential development and management.
AI Literacy for Teaching Online Microcredential
Supporting the delivery of this online microcredential through course preparation, participant support, and facilitation of online learning activities.
03
Reviewing has given me a chance to see what researchers in related areas are working on before I would normally encounter that work through published articles. I have come across new research questions, different ways of working with data, and methods that I had not used myself. Reading as a reviewer also feels quite different from reading for a literature review. I want to know how the study was designed, why certain decisions were made, whether the analysis was appropriate, and how well the evidence supports the claims. I also pay more attention to whether the study is asking a meaningful question and what it adds. When I write my own manuscripts, I now find myself thinking from a reviewer’s perspective. I ask what might be unclear or leave a reader with questions, and then go back to work on those parts.
Seeing comments from other reviewers has also been interesting because we can read the same manuscript and pay attention to very different things. Someone may notice an issue with the analysis, while another reviewer focuses more on the framing, literature, or interpretation. It made me realize how much each reviewer brings their own knowledge and perspective to the process, and why different areas of expertise matter in a review team. Chairing a conference session required a different kind of attention. I had only a short time to follow each presentation, identify the main point, and think of questions that could move the discussion forward. At the same time, I needed to keep track of time, transitions, and the different steps of the session. I found this more mentally demanding than I expected because I had to understand the research while also keeping the session moving.
I also see academic service as a meaningful way for scholars to support others in the field. Throughout my own academic journey, I have benefited from the time, experience, and generosity of many scholars who were willing to guide and support me. I hope I can do the same for others and contribute more of my own expertise as I continue to grow in the field.
Reviewed conference proposals for the 2027 AERA Annual Meeting.
Chaired Online Session 15, “Intelligence-Enhanced STEM Education and Computational Thinking.”
View Evidence →Completed peer review of a manuscript submitted to Discover Education.
Completed peer review of a manuscript submitted to Humanities and Social Sciences Communications.
Reviewed conference proposals for the 2026 AECT International Convention.
View Evidence →Completed peer review of a manuscript submitted to npj Science of Learning.
04
One of the biggest changes I noticed during my doctoral study was in how I use English in academic settings. ENL 610 was especially important for me. In the second semester, we often had only a few minutes to prepare a mini presentation and then explain an academic concept to the class. Before that, I usually wrote a complete script for a presentation and practiced until I could almost memorize it. The repeated practice in ENL 610 helped me become less afraid of speaking without that level of preparation. I became more comfortable organizing my thoughts while speaking and explaining something with the language I had available at the moment.
I also enjoyed the people I met through ENL 610 and the English Conversation Partner Program. In ENL 610, students came from different countries and disciplines, so even among doctoral students, what we were studying and thinking about could be very different. The conversation partner program gave me another kind of cross-cultural experience. I met online every week with local undergraduate students, and our conversations could be about almost anything: daily life, cultural differences, relationships, time management, academic fields, or even makeup. I enjoyed having spaces where people could talk freely without much pressure to perform as experts. They helped me understand other people’s experiences while becoming more confident communicating across languages and cultures.
Syracuse University offers a wide range of activities and resources across campus. During my doctoral study, I have joined programs and workshops on language, teaching, AI, academic careers, and other topics simply because I was interested in them. The Faculty Fluency in AI program introduced me to AI-related conversations on campus at an early stage, while the Future Professoriate Program has allowed me to choose professional development activities that fit my interests and preparation for future faculty work. I also participated in the Graduate School’s Academic Job Search Series and smaller workshops offered by the libraries and other units. There are many kinds of funding available to doctoral students as well. The grants and travel support I received made research and conference participation much easier to manage financially. I appreciate having these resources around me and being able to use them at different points when I need them.
Syracuse University Graduate School & School of Education · Ongoing
Joined faculty mentoring and workshops on teaching, the academic job search, and other topics I was interested in while working toward the Certificate in University Teaching.
Syracuse University Graduate School · Completed
Attended a four-day Graduate School series on CVs and cover letters, research and teaching statements, academic interviews, and application materials.
Online Learning Services & Information Technology Services, Syracuse University · Completed
Joined a university training series on AI tools and their use in teaching and higher education.
View Certificate →Syracuse University Graduate School · Completed
Completed a two-semester, non-credit course for international teaching assistants, with practice in classroom communication, discussion, and academic presentations.
Syracuse University Graduate School · Completed
Met online each week with local undergraduate conversation partners and talked about daily life, cultural differences, school, personal interests, and other topics.
2026Student Member, Association for Educational Communications and Technology (AECT)
2026Student Member, American Educational Research Association (AERA)
2026–2027Syracuse University Research Excellence (SURE) Dissertation Grant, Syracuse University (Competitive)Research grant · $2,737.39
2026Professional, Academic, and Creative (PAC) Work Grant, Syracuse University Graduate SchoolConference travel / professional development support · $600
2025–2026School of Education Research and Creative Grant Award, Syracuse University (Competitive)Research grant · $850
2025–2026Future Professoriate Program (FPP) Stipend, Syracuse UniversityProfessional development stipend · $400