My scholarship focuses on peer tutoring, learning centers, and the design of learning support in higher education. Across authored and edited volumes, my work integrates learning science, empirical research, and institutional practice and is widely used in tutor education, professional training, and research on peer-led learning. More recently, this work extends to questions of teaching and learning in the age of artificial intelligence, with particular focus on assignment design, student authorship, and the conditions that support critical thinking. Taken together, these projects examine how institutions support student thinking, development, and success through structured learning environments.
Artificial Intelligence, Authentic Voices: AI & Assignment Design for Critical Thinking in Higher Education
Author (forthcoming)
This book addresses a central question facing higher education: how to sustain and cultivate critical thinking when generative AI now participates in nearly every stage of students’ academic work. Written for faculty across disciplines and those engaged in faculty development, the book offers research-aligned approaches to assignment design that integrate AI while preserving student voice, authorship, and intellectual responsibility.
Rather than focusing on tools, the book centers the durable cognitive practices that define higher education—reflection, analysis, interpretation, argument, and revision—and shows how assignments can be designed to make these forms of thinking visible, even in AI-mediated contexts. Across disciplines and modalities, it provides models and strategies that position AI as a partner in learning while maintaining the human work of judgment and meaning-making.
Lead Editor
The Handbook of Peer Tutoring defines the emerging interdisciplinary field of peer tutoring in higher education. Bringing together scholars from learning centers, writing centers, psychology, communication, education, and composition studies, the volume synthesizes current research, establishes shared theoretical foundations, and identifies future directions for scholarship.
The book is used by scholars, graduate students, and professional staff and addresses questions of effectiveness, equity, methodology, and program design in peer-led learning. It includes a foreword by Saundra McGuire.
Author (with Michelle Steiner)
This volume supports administrators and directors of peer tutoring and learning centers in articulating program value, designing effective services, and engaging in ongoing assessment. It integrates theory, empirical research, and practical guidance on tutor training, program design, assessment, and institutional alignment.
The book is used by learning center administrators across a wide range of institutional contexts.
The Rowman & Littlefield Guide for Peer Tutors
Author
This book introduces peer tutors to the scholarship of teaching and learning as it applies to one-to-one and small-group learning. Grounded in learning science and cognitive research, it provides a framework for decision-making in tutoring sessions across disciplines.
The Guide for Peer Tutors is widely used as a core training text in peer tutoring programs and supports tutor education in learning centers, writing centers, and related peer-led learning environments.