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Research & Innovation

 My work as an instructional designer and educator extends beyond the classroom into applied research and innovation. I explore how emerging tools, learning science, and digital pedagogy can be used to strengthen student outcomes, equip faculty, and prepare learners for the future of work.


This page highlights my ongoing projects in metacognition, mindset, and AI integration in writing pedagogy. Each project reflects my commitment to bridging theory and practice—building research-driven frameworks that translate directly into practical learning solutions for students, faculty, and organizations.

*NEW* AI & Ethical Pedagogy in College Writing Courses

*NEW* AI & Ethical Pedagogy in College Writing Courses

*NEW* AI & Ethical Pedagogy in College Writing Courses

Professional research project exploring how English faculty integrate AI tools ethically into classroom practice and assessment. 

Metacognition & Student Success

*NEW* AI & Ethical Pedagogy in College Writing Courses

*NEW* AI & Ethical Pedagogy in College Writing Courses

 Pilot-testing an interactive toolkit to improve study strategies and academic resilience in first-year writing students. 

Applied Research in Micro-Learning (DailyMe+)

*NEW* AI & Ethical Pedagogy in College Writing Courses

Applied Research in Micro-Learning (DailyMe+)

 Exploring micro-learning as a scalable model for bridging personal development and professional performance. 

Professional Inquiry Project | WI2025-WI2026

Integrating Bloom's Taxonomy and Metacognition into EN1520

Audience: Second-year OCC students enrolled in Composition II (ENG 1520)

Responsibilities: Instructional design, eLearning development, Subject matter expert, Course redesign Tools Used: Articulate Rise, Canva, Figma, D2L Brightspace, Excel, Word


Problem | Students entering Composition II demonstrate various levels of prior writing experience. Many have yet to write a 10–12-page research paper, and as such, are daunted by this assignment early in the semester. Although my current course breaks the final essay down into manageable, targeted research and writing assignments, students are often beleaguered at various stages of the process by what they perceive to be limitations to their own critical reading, writing, and thinking skills. Introducing students to Metacognitive strategies in week 1 would give students strategies to succeed at every stage of the writing and research process.


In addition, many students exhibit signs of with low self-confidence, self-doubt, and preconceived notions about their own abilities as writers.  While individual feedback sessions (currently presented in weeks 5 and 10) allow me to help students work through these challenges, teaching students about Mindset in week 1 might further support student success by introducing them to their own limitless potential.

 Solution | Guided by Dawn Young (Faculty of Accounting and Teaching Excellence Fellow, OCC OR) and her Professional Inquiry Project on Teach Students How to Learn by Dr. Saundra McGuire, I redesigned the ENG 1520 course to embed metacognitive learning strategies for the Fall 2025 semester. The new course model introduces students to:


  • Carol Dwek's Mindset and how leaning into a Growth Mindset creates ideological space for students to embrace Metacognition as their own "secret Superpower." 
  • Dr. Saundra McGuire's work on Metacognition and how "thinking about thinking" can boost student engagement and empowerment on their path to success
  • Bloom’s Taxonomy as a way to explain the various stages of the writing process and the types of student engagement required throughout the semester.


This redesign is grounded in Dr. Saundra McGuire’s work on metacognition and learning strategies, as well as on techniques I’ve personally implemented and found effective in both my in-person and online classes.  

Course Design Matrix

Proposed revisions to EN1520 (15-week Session)

Improvements include: 

  • Introducing an eLearning module on Mindset, Metacognition, and Bloom's Taxonomy (in week 1)
  • 2 additional self-reflection exercises during the semester (for a total of 3 student self-reflections in week 3, 5, and 8)
  • Re-introducing my "Planner vs. Explorer" lecture in both online and in-person cohorts to support Metacognitive strategy development and implementation in the research and writing process (in week 1)
  • 1 additional planning / outlining protocol (using spider maps / mind maps in Figma, tables in Word or Excel, or tactile strategies like using paper and pencil to sketch or map outlines, or Post-It notes and deconstructed (literally cut-up!) essays to sort and group ideas into cohesive sections). (Presented in week 4).

Download PDF

Process | To identify student pain points, I analyzed writing reflections, end-of-semester surveys, student emails and messages, and informal interviews. These findings were mapped against course outcomes and instructional touchpoints. Some core strategies already piloted and retained for future terms based on student feedback and improved assignment performance include:

  • Student Self-Reflection Surveys (presented in Week 1)
  • Compulsory "Peer Review" session with an ASC Tutor, along with a post-visit 300-word Student Self-Reflection. This is currently presented in week 11, with the potential to add another in week 3 or 4 so that students can experience this value this support delivers earlier in the semester.
  • 1-on-1 Student Feedback Sessions in which individual needs were analyzed and assessed to support student engagement and success (in weeks 5 and 10).


I then developed a curricular framework that introduces metacognitive tools in stages, creating the Course Design Matrix in Excel, course mapping in Figma, and building the Introductory eLearning module in Articulate Rise.

eLearning Solution

Think Smarter: Metacognition and Writing Success

view progress

Delivery | The course itself will be built in D2L and will integrate Cengage MindTap for readings and activities, alongside assignments with rubrics, discussion boards, weekly checklists, and video lectures (produced in collaboration with the ATG team in the Innovation Studio).  


Target launch is Fall 2025, pending final approval.

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*new* ai & ethical pedagogy in college writing courses

Ethical AI Faculty Training

Audience: English faculty at Oakland Community College (OCC) teaching Composition I and II
Role: Researcher, Instructional Designer, eLearning Developer, Subject Matter Expert, Faculty Development Trainer
Tools Used: Articulate Rise, Canva, Figma, D2L Brightspace, Excel, Word 


Problem |  Faculty across English Composition I & II courses face increasing challenges as AI tools (e.g., ChatGPT) enter student writing practices. While some instructors fear AI will undermine academic integrity, others struggle to identify ways it can be ethically integrated to support student learning. This inconsistency creates confusion for both faculty and students: instructors want clarity on what constitutes ethical AI use, how to communicate policy to students, and how to adapt assignments to reinforce critical reading, writing, and thinking skills in an AI-enabled environment. 

 Solution |  This faculty training module frames AI as both a challenge and an opportunity in the composition classroom. The module provides:

  • Policy clarity through sample agreements for student-facing syllabi.
  • Pedagogical strategies for adapting assignments to focus on higher-order thinking and originality.
  • Practical demonstrations of how AI can be used for brainstorming, outlining, and feedback without replacing authentic student work.
  • Reflection prompts to guide faculty in aligning AI practices with their own teaching philosophy.
     

The module begins with an overview of ethical boundaries, followed by case studies of classroom scenarios. Faculty can then explore interactive decision-making activities where they weigh whether AI use is appropriate, misuse, or an opportunity to redesign an activity.

Outcomes |  The following are proposed outcomes for testing in a Community of Practice in the Winter 2026 Semester (January - June 2026).

  • Faculty gain concrete syllabus language and student-facing agreements for ethical AI use.
  • Instructors leave with redesigned assignments that emphasize higher-order thinking skills.
  • Reflection and workshop activities promote confidence and consistency across Composition I & II faculty.
  • The department moves toward a shared framework for ethical AI integration, positioning OCC as proactive in responding to emerging technologies.

Instructional Design Framework

This independent research project applies the ADDIE instructional design model, enhanced with Merrill’s First Principles of Instruction, to develop a professional development program for English faculty. During Fall 2025, I am conducting a literature and policy review, designing and prototyping modules, and piloting AI-integrated assignments in my own Composition I courses. Findings will inform the proposed testing of a department-wide training program in Winter 2026, equipping faculty with ethical frameworks, adaptable assignments, and policy language for AI use in the composition classroom. 

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Supporting Tools & Templates (currently in use)

ETHICAL AI USE AGREEMENT FOR COMPOSITION I | EN1510

ETHICAL AI USE AGREEMENT FOR COMPOSITION I | EN1510

ETHICAL AI USE AGREEMENT FOR COMPOSITION I | EN1510

*NEW* for Fall 2025. Clear, adaptable syllabus language to guide students in the ethical, responsible use of AI in writing courses. 

COMPOSITION I | EN1510 SYLLABUS & COURSE CALENDAR

ETHICAL AI USE AGREEMENT FOR COMPOSITION I | EN1510

ETHICAL AI USE AGREEMENT FOR COMPOSITION I | EN1510

*NEW* for Fall 2025. Clear, student-facing policy language for Composition I & II. 

METACOGNITION / MINDSET MODULE (ELEARNING MODULE)

ETHICAL AI USE AGREEMENT FOR COMPOSITION I | EN1510

METACOGNITION / MINDSET MODULE (ELEARNING MODULE)

Designed in Winter 2025, newly implemented in Fall 2025. An interactive framework that introduces mindset, metacognition, and Bloom’s taxonomy to strengthen student learning strategies. 

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