Teaching at Georgia Institute of Technology

CS 4660/6460 – Educational Technology: Conceptual Foundations

This course allows students the opportunity to evaluate different learning technologies, considering different learning science theories and socio-cultural factors, and redesign them for better user engagement and learning. It is suitable for undergraduate and graduate students who are interested in designing educational technologies and understanding learning sciences. Students learn about different learning science theories, usability evaluation, and design improvement recommendations. This course assumes that students have no prior research or design training. Coursework includes lectures, class activities, class discussions, homework, class presentations, and group projects.

Quantitative Methods in HCI – 93384 – CS 8803 – QNT

This course offers a practical, high-level introduction to quantitative research methods tailored for doctoral students and emerging scholars in Human–Computer Interaction (HCI) and related fields. Designed for those with limited prior experience in statistics or programming, the course demystifies the research process by focusing on how to ask meaningful, data-driven questions and select appropriate methods to analyze and communicate insights from quantitative data. Students explore core concepts in data preparation, descriptive and inferential statistics, regression modeling, and ethical analysis – without relying on mathematical proofs or complex formulas. Through hands-on examples and guided coding exercises in R, participants will learn to clean and manipulate real-world datasets, visualize patterns, test relationships, and critically evaluate quantitative research papers.

Teaching at Carnegie Mellon University

IDeATe 99361 – Equity Considerations in the Design of Education Technologies
Fall 2021

This is a design prototyping course allows students the opportunity to evaluate different learning systems considering cultural, socio-economic, gender, and learning disability related equity issues. It is suitable for undergraduate and graduate students who are interested in designing educational technologies with an equity lens. Students will learn about different usability evaluation and qualitative analysis methods, design improvement recommendations, and receive feedback from experts in the field.

Teaching at the University of Maryland, Baltimore County

IS 295 Intermediate Business Applications
Fall 2013 & Spring 2014

This course extends the introduction of business-oriented application programs to include intermediate functions from typical productivity software found in many businesses and organizations. It stresses the use of case studies to develop and implement solutions using functions from programs such as spreadsheet and databases.