Research & Scholarly Activity (2025-2026 Academic Year)

My research this year has focused on building sustainable infrastructure for the Design Department through external funding development and pedagogical innovation that addresses critical gaps in design education.

Grant Development & External Funding Initiatives

During the 2025-2026 academic year, I developed four comprehensive grant proposals totaling over $390,000 in requested funding to support innovative design education, community engagement, and departmental infrastructure. While these grants await submission windows and institutional review processes, this sustained development work demonstrates ongoing commitment to securing external resources that advance student learning opportunities and community partnerships.

Baptist Community Ministries (BCM) Transom Grant – Game Design for Learning Lab

Amount Requested: $65,000

Status: Draft completed; awaiting institutional coordination for submission

Role: Principal writer—developed proposal from concept through draft completion

What is this grant?

BCM Transom Grants support innovative educational programs in Greater New Orleans that expand access, strengthen partnerships between institutions, and produce measurable learning outcomes. Grants typically range from $50,000-$100,000 and prioritize evidence-based approaches with clear community impact.

Main focus of the proposal:

This proposal seeks to establish a Game Design for Learning Lab—a collaborative model between Loyola Design and Holy Name of Jesus Elementary School (K-6) that uses game design as an educational framework to enhance creative learning, problem-solving, and collaboration.

Rather than using pre-made educational games, students design their own games as a method of learning, transforming them from passive learners into active creators. This approach is grounded in established research from James Paul Gee, MIT Media Lab, and Stanford Graduate School of Education demonstrating that game mechanics and design-thinking significantly increase student motivation, persistence, and comprehension.

Program structure:

Game design workshops for K-6 students at HNJ (80-100 students through multiple workshop cycles over program duration)
Professional development for 6-10 teachers in game-based learning pedagogy
Mentorship program with 10+ Loyola Design students
Community showcase at Diboll Design Center
Replicable curriculum toolkit for expansion to other Orleans Parish schools

Impact on Design Department:

Community partnership model: Establishes sustainable, replicable K-12 partnership framework for service-learning
Educational research foundation: Positions department as leader in design-for-learning pedagogy
Student professional development: Provides Interactive Design students with mentorship experience and portfolio work with social impact
Infrastructure development: $30,000 allocated for equipment (computers, tablets, VR kits, collaborative displays) that becomes permanent departmental resource
Regional visibility: Positions Loyola Design as innovator in creative education and community engagement

This lab creates a proof-of-concept for how design thinking can transform K-12 education while establishing the Design Department as a community resource and partner in educational innovation.

Full Proposal

Charles Lafitte Foundation – Freshman Design Experience: Design, Make, Perform

Amount Requested: $15,000

Status: Draft completed; under departmental review prior to submission

Role: Principal writer—developed grant proposal based on successful Fall 2025 pilot program

What is this grant?

The Charles Lafitte Foundation supports programs that help people help themselves through education, leadership development, and innovative arts programming. Their grants typically range from $10,000-$25,000 and prioritize modest-sized projects with high impact, specific goals, and clear timelines.

Main focus of the proposal:

This proposal addresses first-year student isolation and retention challenges by providing the intensive community bonds typically formed only among capstone seniors four years earlier—when students most need connection and support. Building on a successful Fall 2025 pilot program, this proposal expands the initiative into a sustainable four-week intensive experience bringing together 25-30 first-year students from Design, Theater, and Music to collaboratively create wearable art.

The program leverages cross-disciplinary collaboration, combining each major's strengths: design students contribute concept development and fabrication expertise, theater students bring performance and movement skills, and music students provide soundscape and atmospheric elements. Students work in mixed teams intensively over four weeks, culminating in a juried fashion show with selected works potentially worn in the New Orleans Chewbacchus Mardi Gras parade.

This authentic collaborative experience goes beyond simply taking classes together—students develop understanding and respect for different creative perspectives while working intensively toward shared goals, naturally forming the deep bonds and sense of belonging that become critical to their persistence and success throughout their college careers.

Program structure:

Week 1: Material exploration, team formation, concept development
Week 2: Design refinement, prototyping, peer critique
Week 3: Final construction and performance rehearsal
Week 4: Juried fashion show with professional judges, public reception, awards ceremony

Impact on Design Department:

Student retention: Creates meaningful peer connections and institutional belonging in first year
Cross-disciplinary collaboration: Establishes sustainable partnership model between Design, Theater, and Music departments
Community engagement: Connects students to authentic New Orleans cultural traditions through Mardi Gras parade participation
Curriculum innovation: Demonstrates value of intensive collaborative making as pedagogical model
Visibility: Annual fashion show raises department profile with families, community, and university leadership

This initiative positions the Design Department as proactive in addressing retention challenges while maintaining our commitment to hands-on making and community-engaged learning.

Full Proposal

Collins C. Diboll Private Foundation – Diboll Gallery Renovations

Amount Requested: $250,000

Status: Draft completed; in institutional review process

Role: Revised and expanded existing draft

What is this grant?

The Collins C. Diboll Private Foundation provides charitable and educational support for New Orleans, with particular emphasis on arts, education, and healthcare. Grants can be substantial (up to $250,000+) and prioritize projects that strengthen institutional capacity and serve the broader community.

Main focus of the proposal:

This proposal seeks comprehensive renovation and equipment upgrades for the Collins C. Diboll Design Center gallery to transform it into a premier design showcase and educational space serving students, faculty, and the New Orleans creative community.

The gallery currently hosts three major exhibitions annually (6-month professional show, 3-month design show, 1-month student show) plus regular lectures, workshops, and community events. However, outdated infrastructure and limited equipment constrain our ability to host diverse exhibitions and provide students with industry-standard experience.

Program structure:

Infrastructure: New flooring ($30,000), comprehensive lighting system upgrade ($15,000), security camera system ($10,000)
Exhibition flexibility: 10 portable exhibition walls ($25,000 total) for adaptable layouts
Digital capabilities: 6 portable interactive monitors ($27,000), surround sound system ($20,000)
Large-scale projection: 3 high-lumen projectors ($150,000 total) for projection mapping and immersive experiences
Supporting systems: Technology infrastructure upgrades ($20,000), modular furniture/storage ($15,000), accessibility improvements ($8,000)

Impact on Design Department:

Educational excellence: Provides students hands-on experience with professional-grade exhibition equipment and techniques
Recruitment and retention: Elevated facilities attract prospective students and enhance current student experience
Community engagement: Enhanced capacity to host high-quality exhibitions strengthens department's role in New Orleans creative ecosystem
Revenue generation: Professional-grade space enables membership program and event rentals for sustainable funding
Curriculum expansion: Advanced equipment supports potential new program development (e.g., immersive/interactive design concentration)
Regional leadership: Positions Diboll Design Center as premier design showcase in Gulf South

This investment addresses critical infrastructure needs while establishing the department as a regional hub for design innovation, education, and community engagement.

Full Proposal

Andy Warhol Foundation for the Visual Arts – Analog & Digital Maker Residency

Amount Requested: $66,500 (revised approach under development)

Status: Previously submitted Fall 2024; rejected. Revised strategy in development for future submission

Role: Analyzed previous unsuccessful submission, identified structural issues, developed revised curatorial framework and program model

What is this grant?

The Andy Warhol Foundation supports programs that foster artistic experimentation, provide meaningful opportunities for artists, and expand public engagement with contemporary art. Grants typically support artist residencies, exhibitions, and curatorial initiatives that take creative risks and center artist autonomy.

Main focus of the proposal:

The original proposal sought funding for an Artist-in-Residence program bringing visiting artists working at the intersection of analog and digital making to campus for three-month residencies. Each artist would receive studio space, equipment access, materials budget, and opportunities to engage with students and community through workshops and lectures.

Why it was rejected:
The foundation's feedback indicated several structural issues:

Too much emphasis on teaching/curriculum rather than artist opportunity and experimentation
Lack of clear curatorial vision grounding the project in contemporary cultural/political context
Over-dependence on foundation funding (we requested ~93% of budget from Warhol)
Equipment purchase (laser cutter) seemed central rather than supporting artist production
Insufficient specificity about artist selection, public engagement formats, and program outcomes

Revised approach under development:
The revision reframes the program to emphasize:

Curatorial vision: Why analog-digital intersection matters now in 2025, particularly in the American South
Artist autonomy: Comprehensive support ($15,000 stipend + $5,000 materials + housing/travel/documentation) with full creative control
Diversified funding: Warhol contribution ~20-25% of total budget; majority from institutional sources
Public engagement: Substantive dialogue through published conversations, not just workshops
New Orleans context: Positioning program within city's unique convergence of craft traditions and digital innovation

Impact on Design Department:

Professional network: Establishes ongoing relationships with practicing artists working at forefront of contemporary practice
Student exposure: Brings cutting-edge artistic voices to campus for talks, critiques, and informal mentorship
Curriculum enrichment: Artist residencies complement academic curriculum with real-world creative practice perspectives
Facility utilization: Activates Diboll Design Center facilities (letterpress, screen printing, digital fabrication, 3D printing) for professional artistic production
Regional visibility: Positions Loyola as supporter of contemporary art practice in Gulf South
Departmental discourse: Introduces critical questions about craft, technology, authorship, and embodied knowledge into department culture

While this grant remains in revision, the development process itself has clarified the department's values around analog-digital integration and commitment to supporting contemporary artistic practice alongside design education.

Full Proposal

Pedagogical Innovation: Interactive Digital Workbooks

I developed a comprehensive interactive HTML workbook system to transform traditional static course materials into active learning tools. This initiative addresses two fundamental challenges in design education: (1) moving students from passive consumption of guidelines to active engagement with professional portfolio development processes, and (2) addressing the problem of readily accessible but often inappropriate portfolio models online.

Problem Recognition and Research:

When students search for portfolio examples online, they primarily encounter highly specialized work from professional designers with 5-10+ years of experience. These professional portfolios showcase niche expertise, client work, and established design voices, but serve fundamentally different purposes from what student portfolios should emphasize—process, thinking, problem-solving abilities, and capacity to learn across diverse skills.

This mismatch leads students to adopt misguided approaches: attempting to show only polished outcomes rather than process, hiding their learning journey, and trying to emulate expertise they don't yet possess. Through extensive research, I worked to identify what actually matters at the junior/student level—what recruiters and graduate admissions committees look for in student portfolios.

Pedagogical Framework:

The workbook design is grounded in self-paced, student-centered learning principles, developed specifically to address the unique requirements of student-level portfolios. By creating interactive modules that allow students to track their progress, self-assess their work against student-level expectations rather than industry standards, and navigate content according to their individual needs, the workbooks support differentiated learning while maintaining consistent quality standards.

Development & Implementation:

Developed comprehensive 48-page guidelines based on research into student-level appropriate portfolio standards
Transformed static guidelines into modular, interactive HTML workbooks to promote active learning
Integrated student-level expectations and assessment criteria (clearly distinguished from professional portfolio standards)
Incorporated self-assessment checkpoints and progress tracking mechanisms
Designed for scalability: pilot implementation in Web Portfolio Development course with plans for distribution to all design students in foundational years

Educational Impact:

This approach promotes metacognitive skills by requiring students to actively monitor their own learning process. The interactive format reduces cognitive load by breaking complex portfolio requirements into manageable, sequential tasks while maintaining flexibility for individual pacing. More importantly, it guides students to develop portfolios appropriate to their current stage—as emerging designers—reducing anxiety and misdirection from attempting to emulate inappropriate professional models.

Long-term Vision:

The ultimate goal is to provide all design students with early access to student-level appropriate professional portfolio standards, enabling them to build portfolio literacy progressively throughout their undergraduate career rather than encountering these expectations only in senior year.

Explore a sample chapter from the interactive workbook system below ⬇.

The complete workbook contains 9 chapters covering portfolio strategy, content development, and technical implementation.

앵커 1

Research Interests

Building on a Foundation of Innovation and Engagement

With a robust track record in UX design, augmented reality (AR), and inclusive education technologies, my future research endeavors will focus on expanding these domains to address pressing issues in environmental education and public awareness. Leveraging my expertise in design-driven solutions, I am committed to enhancing the interaction between users and environmental information systems, fostering a culture of sustainability and engagement both within and beyond the campus community.

Integration with Loyola Earth Week

Since 2023, I have actively participated in Loyola University New Orleans’ annual Earth Week celebrations, a key venue for raising environmental awareness. Each year, my classes contribute by hosting interactive exhibitions at the Loyola Gallery in the Danna Student Center, featuring student-designed installations that engage the campus community in sustainability and conservation efforts. These exhibitions serve as a practical application of our research and a live testbed for new technologies.

Strategic Research Initiatives

Interactive Digital Installations for Public Spaces: I plan to expand the use of interactive digital installations in public spaces across campus. These installations will incorporate touch screens or motion-sensing technologies to provide real-time environmental statistics and educational content, making the abstract concept of environmental impact tangible and actionable for users.
Augmented Reality for Environmental Education: Building on the success of previous AR implementations, I will develop immersive educational experiences that highlight the effects of climate change, deforestation, and pollution. By overlaying digital information onto real-world environments, these AR experiences will allow users to see and interact with potential future scenarios, deepening their understanding of and engagement with environmental issues.

Technological Integration and Project Goals

Our project utilizes cutting-edge UX design principles and the latest technological advancements to redefine environmental education on campus. The integration of interactive digital dashboards, augmented reality simulations, and real-time data visualization tools will create an engaging and immersive learning environment. This approach not only makes environmental concepts accessible but also demonstrates the immediate impact of individual and collective actions on campus sustainability.

Expected Outcomes

Enhanced Campus Sustainability: The integration of advanced UX and AR technologies is expected to significantly increase community engagement and proactive environmental stewardship, transforming how our campus interacts with and manages its environmental footprint.
Scalable Models for Broader Application: I am dedicated to developing models and frameworks that can be adapted by other institutions and communities, amplifying the impact of our research nationally and internationally.
Contribution to Academic and Practical Knowledge: This research will continue to contribute to theoretical advancements in UX and practical applications in environmental education, setting new standards for how technology can promote an environmentally aware and active society.

Commitment to Future Impact

As I continue to develop scalable solutions and methods to assess the educational and behavioral impacts of these technologies, my goal is to ensure that our initiatives not only lead in innovation but also in practical application, providing a blueprint for other organizations to follow. This commitment to research excellence and practical application underpins my ongoing contribution to Loyola and the broader academic community.

Selected Research Work

Since joining Loyola University New Orleans in 2022, my research has focused on advancing the fields of user experience (UX) and human-computer interaction (HCI) through innovative and inclusive approaches. I have summarized my work below:

Using Discrimination Response Ideation to Uncover Student Attitudes about Diversity and Inclusion in Computer Science

ACM Transactions on Computing Education (TOCE)

Summary: This study addresses critical issues of racism, sexism, and other forms of discrimination in STEM and CS education through a scenario-based analysis of students’ perceptions and responses to social exclusion and discrimination. Eight scenarios were designed to depict potential instances of discrimination and harassment, and students were asked to ideate possible responses. Our research reveals significant differences in how various demographic sub-groups perceive and react to discrimination in CS education. Female and BIPOC (Black, Indigenous, and People of Color) students demonstrated heightened sensitivity to instances of social exclusion compared to their male and White/Asian counterparts. These groups also rated the severity of discriminatory scenarios higher and were more inclined to propose direct confrontation or supportive responses. Conversely, male and White/Asian students were more likely to suggest passive responses or downplay the severity of such scenarios.

The findings underscore the importance of diversity training programs that extend beyond awareness to actively equip students with the skills to respond to discrimination. Our study highlights the impact of situational ambiguity, which often leads to hesitation in recognizing and addressing discriminatory behaviors, thus emphasizing the need for clear and supportive diversity education.

Significance of Journal: ACM Transactions on Computing Education is a journal covering the technologies/fields/categories related to Computer Science (miscellaneous). It is published by Association for Computing Machinery (ACM). This journal has an h-index of 32. The best quartile for this journal is Q1. The impact score (IS) 2020 of ACM Transactions on Computing Education is 3.45.

Key Points:

Female and BIPOC students are more sensitive to social exclusion and rate discriminatory scenarios more severely.
Male and White/Asian students are more likely to propose passive responses or minimize the severity of discrimination.
Situational ambiguity can lead to hesitation in recognizing and addressing discrimination.
Effective diversity training must empower students to actively respond to discrimination, not just recognize it.

Download Paper Here

Reconceptualizing the Engagement of Older Adults: A critical review of interactive technology designed for older adults

26th International Conference on Human-Computer Interaction (HCII 2024), Accepted

Summary: In our technology-driven society, the adoption of interactive technology by older adults is on the rise. However, despite the increasing availability of devices, many older adults still feel uncertain about using them effectively. Our study critically examines 16 interactive systems designed for older adults, focusing on engagement before, during, and after use.

Contrary to common assumptions, older adults do show interest in technology, but the challenge lies in sustaining their engagement. Existing studies often assess feasibility and usability, but our review emphasizes the crucial role of initial engagement. We propose that designing technology for older adults should prioritize creating positive and enjoyable experiences, considering the unique challenges they face during the adoption process.

Our evaluation framework, analyzing systems across three key stages, aims to shed light on the gaps in current research and underscores the importance of addressing initial engagement challenges. The ultimate goal is to transform resistance into appreciation, making interactive technology more accessible and engaging for older adults.

Significance of HCII 2024: HCI International is a premier conference renowned for shaping the landscape of human-computer interaction. Attending this conference provides a platform to interact with leading researchers and practitioners in the field. Being part of HCI International 2024 demonstrates my commitment to contributing cutting-edge insights to the global discourse on interactive technology and aging.

Key Points:

Older adults express interest in technology but face challenges in sustained engagement.
Current studies often overlook the crucial stage of initial engagement.
Our framework highlights the importance of designing for positive experiences.
The study provides actionable recommendations for creating engaging and accessible technology for older adults.
Insights from this research can help bridge the digital divide, enhancing the quality of life for older adults through improved technology adoption.

Download Paper Here

A cognitive study of the design process for augmented reality (AR) experiences from the perspectives of UX and game designers

12th International Conference on Human Interaction & Emerging Technologies (IHIET 2024), Accepted

Summary: This paper presents a cognitive study comparing the approaches of User Experience (UX) designers and game designers in Augmented Reality (AR) experience design. The AR Haunted College is a scenario-based sequential AR experience that transforms the Monroe Hall building at Loyola University New Orleans into a chilling Halloween spectacle. The design of AR Haunted College involved contributions from both UX designers and game designers. We characterize the distinct approaches of UX and game designers by analyzing the design process of the AR Haunted College developed in an agile project management framework. Our results show common and distinct HCI and game design principles between UX and game designers’ perspectives. Based on the results of the analysis, we propose an AR design framework and associated heuristics.

Significance of IHIET 2024: The International Conference on Human Interaction & Emerging Technologies (IHIET) is a leading conference in the field of human-computer interaction and emerging technologies. It provides a platform for sharing the latest research and innovations. Participating in IHIET 2024 highlights my dedication to advancing AR experience design and offers opportunities for collaboration with top experts.

Key Points:

The study enhances the understanding of how UX and game design principles can be integrated to create more effective AR experiences.
The proposed AR design framework and heuristics offer practical guidelines for future AR projects.
The research provides insights that can be applied across various domains, including education, entertainment, and industry, to improve the effectiveness of AR applications.

Download Paper Here

Download IRB Here

Smart management services for high-rise apartments in Beijing, China

Journal of Asian Architecture and Building Engineering

Summary: This study explores the development and implementation of smart management services for high-rise apartments in Beijing, China. High-rise apartments, characterized by large household densities and complex structures, present unique management challenges. By investigating the current state of management services and residents’ awareness and experiences, the study identifies the necessary components for effective smart management. A survey conducted in two apartment complexes revealed residents’ preferences and needs, highlighting the importance of human-centered management and the integration of advanced technologies.

The study emphasizes the need for smart management services that cater to the psychological and safety needs of residents. It suggests incorporating virtual social spaces to foster a sense of community among residents. By adopting a human-centered approach, the study provides a foundation for developing smart management services that improve the quality of life in high-rise apartments.

Significance of JAABE: The Journal of Asian Architecture and Building Engineering (JAABE) is a respected publication that covers advancements in architecture and building engineering across Asia, published by major architectural institutes in Japan, Korea, and China

Key Points:

The study investigates the current state of smart management services and residents’ needs in high-rise apartments.
Findings highlight the importance of human-centered management and integrating advanced technologies to address residents’ psychological and safety needs.
Proposes virtual social spaces to enhance community engagement among residents.
Provides a framework for developing smart management services that can be adapted to various high-rise apartment complexes.

Download Paper Here

Invited Talk

Title: Designing User Experience for an Aging Population

February 25, 2022, KHU BK 21 Age Tech Service International Seminar

Explore my Research Portfolio to delve into my work before joining Loyola in 2022.

Get insights into my academic journey, research projects, and contributions to the field of UX and design

For a comprehensive list of my publications, visit my Google Scholar profile.