Many educators are exploring ways of teaching with AI and guiding learners in responsible use of powerful computational tools. In this episode, Dr. Hector 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.

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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.