Research

Throughout my doctoral studies in Information Science and Learning Technologies at the University of Missouri, my research has developed from a broad interest in inclusive educational technologies into an interdisciplinary program examining disability, educational experiences, and the methods used to understand them. My work is grounded in critical disability studies, the neurodiversity paradigm, and epistemic justice. I am particularly interested in how educational technologies, institutional practices, and research methods shape whose experiences are represented, how they are interpreted, and what researchers ultimately come to know. These interests inform my ongoing dissertation research on generative AI and academic reading among individuals with ADHD, as well as my broader investigations of accessibility and educational systems. Methodologically, I draw on computational, quantitative, and qualitative approaches, including natural language processing, text classification, topic modeling, and critical-constructivist grounded theory. My research training and collaborative projects have reinforced my belief that methods should be selected according to the questions being investigated, with careful attention to the assumptions and limitations each approach introduces. The three areas below describe the central themes of my developing research agenda. My scholarly publications and presentations, listed beneath these sections, reflect both these interests and the interdisciplinary collaborations that have shaped my methodological perspective.