Growing up in the depressing shadows of the auto industry, college was not something that I envisioned. In a world that judged you by the color of your collar, wearing the wrong one was akin to representing the enemy. The path thus far has been long and, very often, tumultuous. However, the end is over the horizon, and I am looking forward to the last leg of the journey. Prior to the University of North Texas, my postsecondary journey made several stops, with degrees earned at Oakland University (BS) and the University of Houston (MEd).
A unique opportunity to participate in an award-winning online master’s program provided a first-hand experience and witness to the successful integration of pedagogy, content, and technology. The iSMART program at Houston, led by Mimi Miyoung Lee and Jennifer Chauvot, gave me insight into the future of education and a newfound appreciation of how technology connects learners and improves curriculum delivery. Furthermore, the program emphasized leadership skills, equitable teaching practices, learning theories, and technology integration with content to improve instruction - profoundly impacting me personally and professionally.
Realizing my emerging leadership position, I knew I was able to affect change by empowering others. First, however, I recognized a need to further my understanding of how to leverage technology efficiently and effectively; this inspiration was initially behind my pursuit of a doctoral degree. Therefore, I began researching doctoral programs that would allow me to synthesize my past educational and professional experiences with new knowledge and perspectives. Upon learning of the Learning Technologies Ph.D. program at the University of North Texas, I immediately knew I found the program to facilitate this.
Being accepted into the program was unimaginable; the only doctors I knew were medical types that I occasionally visited. I knew the road ahead would be long, yet I understood that entering the doctoral program presented unique opportunities – ones that I never dreamt possible – such as improving as an educator, developing and teaching online courses, and learning proper research techniques.
These were my initial goals. However, along the way, through my work in the department with Dr. Warren, I discovered a love for systems engineering and analytics. I learned how to transform elementary classrooms from Dr. Norris and Dr. Soloway digitally. I found a voice advocating for the needs of online students through my position on the Graduate Student Innovation Advisory Board. Through my time as a member of the Neurodiversity Professional Network, I appreciated the work involved, behind the scenes, in advocacy work. I came to value the effort and dedication that an author puts into their work – from the first draft to publication – from Dr. Johnson and Dr. Warren. Furthermore, how to navigate the world of higher education from Dr. Poirot.
During my coursework, I came to appreciate further and properly articulate how, when properly integrated, technology, content, and pedagogy provide differentiation and unique engagement opportunities while also providing learners with the freedom to explore their world in ways not always possible in traditional settings. Furthermore, incorporating various interactive learning tools challenges their preconceived notions and forces new connections. In this environment, the learners are the focus, observing and evaluating others’ contributions to the shared knowledge while appraising their contributions. I fundamentally believe that authentic lessons built for this environment work with positive emotional experiences, leading to constructive changes affecting achievement. Time in the program has elevated my understanding of the following select areas: curriculum and course design, online learning environments, peer-learner collaborative tools, survey instruments, and qualitative and quantitative data analysis. My research interests became more diverse during the program. Upon entering the program, my interests were all within the realm of K-12 education. While I still possess an interest in that area, the last couple of years have seen me shift my research to autism, instructional design, support systems for online students, systems engineering, and analytics.
During my time at UNT, I realized what it takes to develop and deliver online education, build relationships, appreciate another’s effort, and receive the necessary feedback that elicits beneficial change. I am confident that my time at UNT has prepared me with the education and professionalism to contribute positively to the field in which I am grateful.
As a first-generation university student and autistic person, my perseverance through an unknown and, at times, a tumultuous path toward completion offered a perceptive that would shape personal and professional goals. I am incredibly appreciative of those who supported me and recognize that my outcome could have been vastly different without kind people helping me along the way. Appreciating this, upon completing this program, I seek to use my abilities to help others reach their potential and reach their goals.
The academic portfolio within this site offers a small sample of articles, projects, and contributions that serve to document contributions made during the coursework phase of the program. The portfolio consists of curriculum vitae, academic writings (publications, proposals, and scholarly writing), presentations at professional association conferences, and technology-based creative works.
A unique opportunity to participate in an award-winning online master’s program provided a first-hand experience and witness to the successful integration of pedagogy, content, and technology. The iSMART program at Houston, led by Mimi Miyoung Lee and Jennifer Chauvot, gave me insight into the future of education and a newfound appreciation of how technology connects learners and improves curriculum delivery. Furthermore, the program emphasized leadership skills, equitable teaching practices, learning theories, and technology integration with content to improve instruction - profoundly impacting me personally and professionally.
Realizing my emerging leadership position, I knew I was able to affect change by empowering others. First, however, I recognized a need to further my understanding of how to leverage technology efficiently and effectively; this inspiration was initially behind my pursuit of a doctoral degree. Therefore, I began researching doctoral programs that would allow me to synthesize my past educational and professional experiences with new knowledge and perspectives. Upon learning of the Learning Technologies Ph.D. program at the University of North Texas, I immediately knew I found the program to facilitate this.
Being accepted into the program was unimaginable; the only doctors I knew were medical types that I occasionally visited. I knew the road ahead would be long, yet I understood that entering the doctoral program presented unique opportunities – ones that I never dreamt possible – such as improving as an educator, developing and teaching online courses, and learning proper research techniques.
These were my initial goals. However, along the way, through my work in the department with Dr. Warren, I discovered a love for systems engineering and analytics. I learned how to transform elementary classrooms from Dr. Norris and Dr. Soloway digitally. I found a voice advocating for the needs of online students through my position on the Graduate Student Innovation Advisory Board. Through my time as a member of the Neurodiversity Professional Network, I appreciated the work involved, behind the scenes, in advocacy work. I came to value the effort and dedication that an author puts into their work – from the first draft to publication – from Dr. Johnson and Dr. Warren. Furthermore, how to navigate the world of higher education from Dr. Poirot.
During my coursework, I came to appreciate further and properly articulate how, when properly integrated, technology, content, and pedagogy provide differentiation and unique engagement opportunities while also providing learners with the freedom to explore their world in ways not always possible in traditional settings. Furthermore, incorporating various interactive learning tools challenges their preconceived notions and forces new connections. In this environment, the learners are the focus, observing and evaluating others’ contributions to the shared knowledge while appraising their contributions. I fundamentally believe that authentic lessons built for this environment work with positive emotional experiences, leading to constructive changes affecting achievement. Time in the program has elevated my understanding of the following select areas: curriculum and course design, online learning environments, peer-learner collaborative tools, survey instruments, and qualitative and quantitative data analysis. My research interests became more diverse during the program. Upon entering the program, my interests were all within the realm of K-12 education. While I still possess an interest in that area, the last couple of years have seen me shift my research to autism, instructional design, support systems for online students, systems engineering, and analytics.
During my time at UNT, I realized what it takes to develop and deliver online education, build relationships, appreciate another’s effort, and receive the necessary feedback that elicits beneficial change. I am confident that my time at UNT has prepared me with the education and professionalism to contribute positively to the field in which I am grateful.
As a first-generation university student and autistic person, my perseverance through an unknown and, at times, a tumultuous path toward completion offered a perceptive that would shape personal and professional goals. I am incredibly appreciative of those who supported me and recognize that my outcome could have been vastly different without kind people helping me along the way. Appreciating this, upon completing this program, I seek to use my abilities to help others reach their potential and reach their goals.
The academic portfolio within this site offers a small sample of articles, projects, and contributions that serve to document contributions made during the coursework phase of the program. The portfolio consists of curriculum vitae, academic writings (publications, proposals, and scholarly writing), presentations at professional association conferences, and technology-based creative works.