In this segment, Hector shares practical and thoughtful strategies for introducing artificial intelligence in the engineering classroom. He describes how he uses practical, approachable projects—such as building simple classifiers or experimenting with basic machine learning models—to make AI concepts feel accessible. By connecting AI to foundational engineering and mathematical ideas—and encouraging play, experimentation, and systems thinking—Hector suggests an approach for educators and students to meaningfully engage with this transformative technology.

To listen to the full interview, visit:

https://www.reflectiveteachinginadigitalage.com/criticalthinking

In this episode, Dr. Kristen DiCerbo explains how AI tools like Khan Academy’s Khanmigo are being integrated into classrooms to support both students and teachers, offering personalized feedback and assistance while streamlining educational tasks. In our discussion, Kristen emphasizes the need for ethical implementation, highlighting issues of data privacy, safety, and trust as central to responsible use. She also makes it clear that while AI is a valuable tool for enhancing education, teachers remain irreplaceable for guiding, motivating, and socially engaging students.

Bio:

Dr. Kristen DiCerbo is the Chief Learning Officer at Khan Academy, a nonprofit dedicated to providing a free world class education to anyone, anywhere. In this role, she is responsible for the research-based teaching and learning strategy for Khan Academy’s offerings. She leads the content, assessment, design, product management, and community support teams. Time magazine named her one of the top 100 people influencing the future of AI in 2024. Dr. DiCerbo’s work has consistently been focused on embedding what we know from education research about how people learn into digital learning experiences. Prior to her role at Khan Academy, she was Vice-President of Learning Research and Design at Pearson, served as a research scientist supporting the Cisco Networking Academies, and worked as a school psychologist in an Arizona school district. Kristen received her Bachelor’s Degree from Hamilton College and Master’s Degree and Ph.D. in Educational Psychology at Arizona State University.

In this segment, Leslie Bondaryk shares practical strategies for building technological literacy, fostering critical thinking about AI and its outputs, integrating AI‑focused activities into everyday instruction, and positioning AI as a collaborative learning partner. Whether you’re just beginning to explore AI or refining your classroom approach, these highlights offer clear, actionable guidance for today’s K–12 educators.

To listen to the full interview, go to: https://www.reflectiveteachinginadigitalage.com/exploring-ai-in-education

Many educators are exploring ways of teaching with AI and guiding learners in responsible use of powerful computational tools. In this episode, Dr. Héctor Rodríguez-Simmonds discusses how to make AI tools accessible and meaningful, foster student agency and critical thinking, and redefine the educator’s role in a rapidly evolving technological landscape. He also provides practical insights on understanding AI, building trust in the classroom, and empowering learners to use technology creatively and responsibly.

Bio:

Dr. Héctor E. Rodríguez-Simmonds is an Assistant Professor in the College of Engineering at Florida International University. He earned his B.S. in Computer Engineering from the University of Central Florida and his M.S. in Electrical and Computer Engineering and Ph.D. in Engineering Education from Purdue University. His teaching employs a human-centered lens that highlights sociotechnical aspects of engineering practice, prompting students to consider professional responsibility, historical context, and collaborative approaches to addressing complex problems.

Initially trained in computer engineering, Héctor's early research focused on memory architectures in microprocessors. However, his experiences as a gay, Latino, neurodivergent engineer during graduate school sparked a shift toward understanding how our experiences and backgrounds shape learning and professional practice in engineering. His work now examines how students relate to tools like artificial intelligence in educational and professional settings, and how interdisciplinary teams navigate collaboration in human-centered design projects. Héctor's goal is to help future engineers develop technical expertise alongside critical reflection, innovation, and responsible decision-making skills that prepare them to address real-world challenges.

References:

Hands-on laboratory experience is at the core of science education, giving students the chance to explore theoretical concepts through practical experimentation. But in online settings, creating meaningful, tactile learning opportunities can be challenging. In this episode, Dr. Caitlin Runne-Janczy shares how Science Interactive is expanding access to science education by designing hands-on, virtual, and hybrid lab experiences tailored for online learners. Whether you're an educator, administrator, or simply interested in the future of science learning, this conversation offers valuable insights and actionable ideas.

Bio:

Dr. Runne-Janczy is the Chief Academic Officer and oversees all curriculum development and lab creation. She and her team endeavor to create the same lab experience in people’s homes which they might experience on campus as well as create digital simulations where appropriate.

She and her team of PhD experts have built, from the ground up, over 450 individual labs across 11 disciplines. She is passionate about increasing access to STEM education by delivering new modalities of instruction. Dr. Runne-Janczy is a graduate of Marist College and received her PhD from the University of Iowa.

References:

Science Interactive

Quality Matters

Effective teaching, whether online or in-person, requires instructors to treat students as whole people, value their experiences, and create an inclusive environment where learners feel respected, supported, and capable of learning. In this episode, we explore socially embedded learning, emphasizing that learning is not just an individual cognitive process but a deeply social and emotional experience. Dr. Streveler suggests strategies to build meaningful learning connections in online learning environments.

Bio:
Dr. Ruth A. Streveler is Professor Emerita in the School of Engineering Education at Purdue University. Dr. Streveler has been the Principle Investigator or co-Principle Investigator of ten grants funded by the US National Science Foundation. She was JEE Associate Editor for the Journal of Engineering Education (JEE), has published articles in the JEE and the International Journal of Engineering Education, and contributed two chapters to the Cambridge Handbook of Engineering Education Research. She has presented workshops to over 500 engineering faculty on four continents. Dr. Streveler’s primary research interests are investigating students’ understanding of difficult concepts in engineering science and helping engineering faculty conduct rigorous research in engineering education.

As technology continues to advance, professionals in engineering, science, and other disciplines must develop computational skills to address complex problems, analyze data, and create innovative solutions. In this episode, Dr. Alejandra Magana emphasizes the need for a systematic approach to integrating computational methods into engineering and STEM education with a focus on student-centered, supportive teaching. She also introduces her new book, Learning through Computation, Modeling, and Simulation Practices in STEM. Additionally, Dr. Magana provides actionable strategies for practitioners to incorporate into their educational practices.

Bio:
Dr. Alejandra J. Magana is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor in the School of Engineering Education at Purdue University. Dr. Magana holds a B.E. in Information Systems and an M.S. in Technology, both from Tec de Monterrey, and an M.S. in Educational Technology and a Ph.D. in Engineering Education, both from Purdue University. Her research program investigates how model-based cognition in Science, Technology, Engineering, and Mathematics (STEM) can be better supported by means of expert tools and disciplinary practices such as data science computation, modeling, and simulation. In 2015, Dr. Magana received the National Science Foundation’s Faculty Early Career Development (CAREER) Award for investigating modeling and simulation practices in undergraduate engineering education. In 2016, she was conferred the status of Purdue Faculty Scholar for being on an accelerated path toward academic research distinction, and in 2022, she was inducted into the Purdue University Teaching Academy, recognizing her excellence in teaching.

References:
Teaching and Learning in STEM with Computation, Modeling, and Simulation Practices

Active participation in scientific practice through engagement in meaningful learning experiences provides opportunities for students to develop a conceptual understanding of complex topics. To make learning effective, teachers need to have a roadmap for ways to support their students in the learning process. The Full Option Science System (FOSS) curriculum is a research-based and classroom tested methodology that provides guidance and materials for engaging students in scientific and engineering practices. In this episode, Jessica Penchos will talk to us about the core principles of the FOSS curriculum, how it addresses students’ engagement, motivation, and learning, and ways that teachers can effectively integrate this approach into their classrooms.

Bio:
Jessica Penchos is the Associate Director of the Full Option Science System (FOSS) Project at the Lawrence Hall of Science at University of California, Berkeley. She is an experienced curriculum developer and was a lead author for the FOSS Next Generation Edition (2018) for grades 6-8 and a contributing author for FOSS Pathways Edition (2024) modules for grades TK-5. Her contributions focus on implementing research-based pedagogical practices and developing NGSS-aligned science instructional materials and assessment items centered around equitable access for all learners. Before joining FOSS, Jessica taught 8th grade science in Boston Public Schools and served as a teacher leader in the district. Jessica has an undergraduate degree with honors from Dartmouth College in Cognitive Science and a master’s degree in education from Harvard Graduate School of Education where she focused on cognitive frameworks for curriculum, evaluation of educational programs, and technology for students with disabilities.