Research

I am a PhD student in the Temple University HCI Lab, where I direct projects and support what I understand to be the largest undergraduate research lab at Temple University. That work has made me especially interested in learning environments where students can contribute meaningfully while also growing as builders, collaborators, and investigators.

Across these areas, one thread that keeps coming back for me is the classroom as a sociotechnical environment. I care about how students learn to function in real software teams: how they coordinate work, communicate with stakeholders, use planning structures, and respond to increasingly capable AI tools without losing critical engagement or human judgment.

AI in education​

I am interested in how students use AI systems to seek help, generate ideas, write code, and move through difficult project work, as well as how instructors can design learning environments that respond thoughtfully to those changes.

HCI in learning contexts​

My HCI interests are grounded in classrooms, labs, and project teams. I care about how interface design, workflow design, and communication structures affect collaboration, coordination, and understanding.

Software engineering education​

I care about how students learn to scope work, document systems, communicate technically, coordinate as teams, and build software for real constraints and real users. I am particularly interested in the transition from coursework to authentic software practice.

AAC technology​

I also support research in augmentative and alternative communication technology and in how to improve and empower AAC users' experiences. That work aligns closely with my broader interest in accessibility, user agency, and designing systems that support people rather than forcing them into narrow workflows.

Students who tend to fit well with me are usually curious about both building and reflection. They like making systems, but they also care about what those systems do for people, how teams work together, and why certain tools or practices help.

One experience that shaped my current interests was a capstone project on mobile ASL-to-text technology that was later presented at SEDE 2022 and published in the EPiC Series in Computing. That project strengthened my interest in accessible design, AI-supported tools, and the relationship between software process, collaboration, and impact.

I am also the second author on To Tab or Not to Tab: Assessing Critical Engagement with AI Code Completion Tools Using Attention Checks, a paper that introduces Clover, a code completion tool designed to study how students engage with AI suggestions. That work reflects my interest in how AI code tools affect learning, metacognition, critical engagement, and software practice in computing education.