Fox Curriculum
AI, the people I work alongside, teaching at two levels, and the research underneath all of it.
Five formal statements written for academic and research-facing applications, each available in full as a PDF.
The people building these tools are designing the cognitive conditions of the next generation.
"An AI tool built for learning has to require the thinking, not perform it." Starts with a punctuation mark I gave up and ends somewhere larger: why corporate and classroom AI are two ends of one pipeline, why adult and adolescent learners should not be handed the same assistant, why I say please and thank you to a machine, and what it takes to test whether any of it actually works.
Trust is the variable that travels, and it costs an institution nothing.
"The same job is not the same job in every building. I learned that by doing it in seven of them." An elite liberal arts college, a for-profit online university, a Title I charter, a private academy, a year substituting across the full range of one district. What actually divides educators, why an intervention that only works in a well-funded building is lucky rather than strong, and where my own range ends.
Independent thinking isn't disappearing. It's becoming less practiced.
"A student who can answer a multiple choice question but cannot explain their reasoning has not yet mastered the material." Covers the open communication floor, backward-designed course structure, formative assessment built around writing rather than multiple choice, and why it is unreasonable to penalize a student for missing an expectation that has not yet been taught.
My research interests have never been bounded by grade level.
"What does it take for learners at any stage of life to develop the higher-order thinking skills that education, career, and civic participation demand?" Traces that question from a history degree and a sheltered-instruction thesis through my dissertation on inconsistent AP World History pass rates (53.1% at the study site against a national benchmark near 64%), and out into a future agenda on what AI is doing to attention and reasoning.
Adults are a harder room than teenagers.
"Instruction that starts from what the room already carries covers more ground than instruction that assumes an empty room." Written for postsecondary and adult teaching: why I write the exit check before the content, how a seminar of eighteen and a lecture hall of a hundred and twenty need different machinery for the same goal, and what respecting an adult learner's time actually looks like in a session plan.