The main thing that motivates me is understanding human well-being and how education fits into a bigger picture of human flourishing. More specifically, I am interested in advanced education, technology in the classroom, and the research-to-practice gap.
Clinical Assistant Professor
I’m interested in one big thing and a number of smaller things. The main thing that motivates me is understanding human well-being and how education fits into a bigger picture of human flourishing. More specifically, I am interested in advanced education, technology in the classroom, and the research-to-practice gap.
My homefield of gifted/talented education is interesting because it is fragmented. Ask 100 people what “giftedness” means, for instance, and you’re likely to get 10 different answers. Ask 100 scholars and you’re likely to get 100 different answers (that is, if they answer the question at all!). The joy and frustration that stem from this lack of consensus is what makes the research both never-ending and infinitely fulfilling. Trying to build bridges is something that really motivates me.
I teach because my fundamental disposition is that of an educator: I can’t help it. I’m lucky enough to have found a clinical professorship, which allows me to float the academic halls, taking in scholarship from different academic disciplines, while still focusing my primary effort on students. The thing that impassions me most is student growth and change. As my students know, I set high standards; but I also help students reach those standards. I think humans flourish when they are growing—there is something psychologically satisfying about increasing competence—and the moment that growth stops life begins its slow decline. So, I live for the moment I read a student’s assignment and see: “This week really changed my mind about X,” or “I realized this week that I was viewing a student in the totally wrong way.” Student growth toward good goals is the name of the game for me.
I approach this work as almost a sacred vocation, because human potential and its development is that which pushes societies along technologically, artistically, philosophically, and scientifically. There is very little in society that remains untouched by public education, and so working with future teachers (who will work with future students) is of critical importance. My own practice is rooted in three things: 1) Putting students in touch with one another and different practices and experiences; 2) Breaking down barriers to interacting with and understanding educational research; and 3) Engaging students in discussions of goals (both personal and societal), data-driven decision-making, and self-reflection.
My professorial persona is not necessarily my only one! In “real life” outside the ivory tower, I enjoy reading, eating, playing piano, writing, travel, video games, being in nature, spending time with loved ones, loafing about, and the more-than-occasional cup of tea. I am also hopelessly transfixed by Tolkien’s Middle-earth, so chatting about that is always welcome!