Michael’s program of research centers on the role of technology in the experiences of undergraduate students. His current projects focus on large undergraduate science and engineering lecture courses exploring a) how students use digital study resources (such as adaptive tutoring systems, online practice problem platforms, and web enabled dashboards), b) how faculty and instructors design and plan for the use of digital technologies in the classroom , and c) how data from digital study resources (e.g., learning analytics) can be used with other forms of data to understand student learning and performance and ultimately, to improve instructional practices. Michael draws on complementary methods of qualitative and quantitative data collection and analysis, with a particular focus on the potential to use network methods to identify interdependencies among students and tools. As part of this research, Michael collaborates with instructors and instructional designers to develop tools and interventions that facilitate personalized instruction., Through these studies, Michael seeks to develop strategies and tools that improve student learning and create more equitable pathways to science and engineering careers.
Michael teaches courses in research design, post-secondary organizations, and teaching and learning. He received his doctorate in Education from the University of Michigan, Ann Arbor, and his Masters of Education in Student Affairs from Iowa State University. Michael served as the coordinator for Lesbian, Gay, Bisexual, and Transgender (LGBT) Student Leadership at Washington University in St. Louis. He was also the Associate Director of the K.C. Potter Center for LGBTQI Life at Vanderbilt University.
Ph.D., Higher Education, University of Michigan, 2017
M.Ed., Iowa State University, 2007
B.S., Business Administration, New York University, 2005