My learning design philosophy centers play and imagination as key mechanisms for building knowledge. I aim to create experiences in which to-be-learned content naturally emerges or is uncovered through an active, exploratory process. I utilize a learner-centered design process in which my solutions cater to learners’ needs, goals, and interests, allowing them to monitor their progress towards these goals as they engage with my design. I cherish collaborative partnerships, especially those from the community that my design is serving, so that the resulting design leverages all the available funds of knowledge. I am passionate about informal learning experiences that enable learners to see greater potential in themselves and the world around them. 

Aspirations

I want to utilize design-based research methods to create learning experiences that uncover the “STEM” in learners’ everyday lives. My goal as a researcher and designer is to elevate the existing strengths and practices of the communities with which I am working, privileging their cultural funds of knowledge and utilizing culturally responsive methods. I want to uphold co-designing practices as I design with, rather than for, the communities that my research serves. Ultimately, I want to contribute to research that highlights the importance of learners bringing their whole selves into their education and that utilizes technology in accessible ways. I want to learn more about the design of authentic, equitable, and effective STEM learning experiences, blending knowledge from the learning sciences with theories and research in human development.

Upon completing my master's program, I will continue my studies at Boston College in pursuit of a PhD in formative education.

Strengths and Accomplishments

• I am constantly reviewing the literature to inform my designs and better understand how people learn. I like to take the role of a "bricoleur" and make use of what is available to create something new.

• I prioritize taking the perspectives of my learners, designing from a place of empathy, and leveraging existing funds of knowledge so that learners recognize the value and relevance of my design to their current lives and potential futures.

• I am comfortable giving and receiving constructive critique and using the insights of others to improve my designs.

• I have applied the learning engineering process in a variety of contexts. You can read about some of them on my project page.

Interests

• Family and community engagement

• Informal STEM education

• Transdisciplinary learning

• Creativity and the arts

• Social-emotional learning and identity development

• Systematic thinking

• Design-based research

• Playful learning

• Constructionism